Jogo domine o zero da função: experiência com uma turma do 1° ano do ensino médio

Abstract

The subject of this study investigates an experience about the application of a game as a didactic resource to explore the content of Affine Function in High School. The study was carried out with the general aim of analyzing the application and execution of the game Domine o Zero da Função in the first year of secondary school at a State Technical School in Timbaúba/PE. The theoretical discussion was based on the theme “Teaching functions and games: a possible relationship for learning” based on the theories of: Gonçalves (2015); Roque (2012); Iezzi and Murakami (2013); Souza (2014); Ferreira (2021); Brasil (2018; 1998); Grando (2004); Kishimoto (2010), among others. We carried out an exploratory investigation whose data was interpreted using a qualitative approach. As a result, we found that the game enabled the use of different solving strategies to calculate the zero of the function, as well as promoting student interaction and self-assessment. We also observed common errors and difficulties, which show us that the content has not yet been mastered by the majority of students, which allows us to conclude that the use of didactic resources such as games, in the methodological practices applied in the classroom, can facilitate the teaching and learning of Affine Functions, contributing to the development of critical thinking, autonomy and interaction.