A Gincamat como estratégia didática para o ensino de matemática na educação básica: um estudo de caso na EEM José de Alencar

Abstract

This paper reports on the planning, implementation, and evaluation of GincaMAT, a pedagogical scavenger hunt designed for mathematics instruction, administered to first- and second-grade classes at José de Alencar High School (EEM). The proposal arose from the need to make mathematical learning more meaningful by sparking student interest through playful, collaborative, and challenging activities. Given a scenario marked by low performance rates and student demotivation, GincaMAT sought to offer a methodological alternative based on principles of active learning and student empowerment. Six distinct activities were developed, each based on BNCC skills and SPAECE descriptors, integrating mathematical content taught in the first two months of the school year with logical reasoning, problem-solving, and teamwork. The activities were implemented in twenty-six classes, thirteen in each shift, distributed across the morning and afternoon shifts, totaling approximately 520 students per shift. The methodology used was based on an action research approach, with qualitative and quantitative data collection. Accuracy rates in diagnostic assessments, attendance rates, and teacher and student perceptions were analyzed using structured Likert-scale questionnaires. The results demonstrated high acceptance rates for the activities, and analysis of the mean rankings (MR) of the assessments indicated high levels of agreement. The paper also discusses the limitations observed, presents suggestions for the second edition of GincaMAT, and analyzes the importance of initiatives such as GincaMAT, which contribute not only as a tool for learning restructuring but also to building a more dynamic, creative, and student-centered school culture.