A algébra como vilã do 7º ano do ensino fundamental: proposta de jogo para desmistificar essa ideia

Abstract

The objective of this research is to arouse the interest of 7th-grade students in algebra through the introduction of a board game. The structuring of this content for this grade level, the approach of the textbook, and the receptiveness of students to this playful proposal in the classroom were analyzed to facilitate learning and evaluate the achieved results. The research-action method was employed, with participant observation as the procedure. The results highlighted the students’ interest in a differentiated approach, using a game to reinforce the understanding of the content. During the game’s implementation, it was observed that learning was progressing as expected. The conclusions indicate that students are more interested in mathematics when alternative approaches are adopted, bringing advantages for both them and the teachers. In our current social context, it is crucial to offer contextualized classes to make learning more dynamic and efficient. Future research could explore the adaptation of the game to new skills and examine educational materials to assess their teaching approaches, contributing to the effectiveness of student learning.