Gamification In Mathematics classes: an experience with students from EJA of the APAE in Itabirito/MG

Abstract

This text pursues the reflection on the contributions of implementing an intervention proposal, based on the Gamification approach, in the Mathematics classes of a group of Itabirito, Minas Gerais. The initial motivation to structure such a proposal emerged from the aspiration to propose activities that would arouse the interest of students and provide greater interaction between them, given the context of social distancing caused by the Covid-19 pandemic. The proposal consisted of a gamified quiz, using an application called MIT APP INVENTOR, in which mathematical questions present in the students' daily lives were introduced. It was expected that the quiz would challenge students, encourage their autonomy and, furthermore, motivate them in remote classes. The structuring of the proposal was thought-provoking, since it depended on a tool unknown to the authors, a fact that demanded a lot of study and learning. Several difficulties were faced during the implementation of the proposal, especially due to the context of remote education. However, the work triggered the reflection on the teacher’s role in remote education and on the possibilities for teaching in times of pandemic.