O potencial pedagógico do jogo Mario Party 10 para o ensino de conceitos matemáticos

Abstract

The present study analyzes the game Mario Party 10 as a tool for the teaching of mathematical contents in the literacy cycle. The research aimed to investigate the potentialities and limitations of the Mario Party 10 game for teaching mathematics, within digital and play contexts, also to relate the teaching of mathematics with ludic practices typical of digital culture and to analyze the mathematical concepts within the dynamics of Mario Party 10 game. For this, it uses a multiple approach involving quantitative and qualitative aspects. Starting from two pedagogical analyzes on the general aspects of the game, its strengths are identified as an educational object. The analysis deepens when comparing the elements of the game boards with the learning objectives in mathematics for the first two years of elementary school. To this end, the National Curricular Common Base and the Reference Matrix for Evaluation of the Government of the State of Ceará are used as reference, punctuating the knowledge and skills described in these documents and present in the game. This research indicates that the game somehow responds directly or indirectly to 14 of the 20 desirable levels for the 1st and 2nd years of Elementary School in the descriptors of the Reference Matrix for Evaluation of the Government of the State of Ceará and 28 of the 45 skills, 22 of the 1st year and 23 of the 2nd year, listed in the National Curricular Common Base. The evaluation also considers the need, in future studies, to carry out the application with school classes for the validation of the results found here. Therefore, the study concludes that the game in question is a tool of great potential for the approach of mathematical concepts for the years in focus, besides identifying how playfulness acts as a relevant factor to enhance the learning of contents.