O ensino de matemática na formação inicial do pedagogo subsidiado pela Sequência Fedathi, gamificação e tecnologias educacionais digitais

Abstract

The Degree in Pedagogy has a broad and complex curriculum due to the large number of areas and knowledge that the pedagogue must acquire so that he can work in the classroom, among them is the Teaching of Mathematics, which is a discipline that finds greater resistance among students. Educational models have not been able to overcome the problems of this training, ranging from curricular restrictions that minimize its workload and its content, to the technological transformations that have occurred in today's society, in addition to the profile of these students, who bring in their basic training, deficiencies in relation to basic knowledge of mathematics, tending to reproduce it in the same way they learned. In this related context, the following problem was formulated: Could the Fedathi Sequence (SF), Gamification and Digital Educational Technologies (TED) contribute to a better engagement and learning of Federal University of Ceará (UFC) Pedagogy students in the Mathematics Teaching discipline? Thus, it was established as the general objective of this research to analyze the contribution of the Fedathi Sequence, Gamification and Digital Educational Technologies in the engagement and learning of students of the Pedagogy course at the of UFC in the Mathematics Teaching discipline. The research in question was exploratory-descriptive, with a quantitative and qualitative approach and was carried out in the mathematics teaching room of the Faculty of Education of the Federal University of Ceará (FACED/UFC), with students from the day and night classes and the teacher who trained the semester 2022.2. Quantitative data collection took place with the application of a pre-test and a post-test in the Thematic Unit Magnitudes and Measurements, in the daytime classes, using SF and Gamification with Kahoot, and in the evening classes, with a conventional class without digital technologies. For the qualitative data survey, the participant observation technique was used with records in a field diary and photographic records in the Thematic Units of Geometry, Quantities and Measures and Probability and Statistics. In the comparison between the pre-test and the post-test, in order to verify the students' learning, a statistically significant result was found only in the daytime class, considering p< 0.05. The analysis of the evaluative questionnaire by the daytime class showed that they considered that the methodologies applied using Kahoot collaborated with their learning and engagement, as well as the field diary also revealed that the use of digital technologies, in general, together with the manipulable resources, contributed to students participating more actively in classes throughout the course. It was concluded, therefore, that the use of the SF, with the fedathian posture during the mediation in the didactic sessions, expanded with the use of Gamification and Digital Educational Technologies, contributed significantly, both to the learning and to the engagement of the students of the Pedagogy Course of the UFC in the subject Mathematics Teaching.