Jogo das equações: uma estratégia para o ensino e aprendizagem da álgebra no Ensino Médio

Abstract

Algebra is a fundamental part of the Mathematics curriculum, promoting the development of logical and abstract thinking, in addition to expanding the capacity for reflection and problem-solving. Therefore, this study aims to analyze the impact of the Equation Game on the teaching and learning of Algebra among first-year high school students, focusing on the Active Methodologies approach, at a state school in the Ibicaraí region, Bahia. The theoretical foundation is based on the development of algebraic, logical, and abstract thinking according to Fiorentini, Miorim, and Miguel (1993) and Active Learning Methodologies, according to Moran (2018). The research, of a qualitative nature, was developed with 12 students, using a semi-structured questionnaire for data collection and in the light of Discursive Textual Analysis, according to Moraes and Galiazzi (2007). The results indicated that the Equations Game facilitated and motivated learning, promoting engagement, understanding, and logical reasoning, contributing to a shift in traditional teaching models. However, it adapted to different learning paces. Nevertheless, the Equations Game is an effective tool for transforming the educational environment and developing algebraic thinking.