Potencialidades do jogo digital odisseia matemática e o desenvolvimento do pensamento algébrico

Abstract

In this study, we present a research conducted within the Professional Master's Program in Education and Teaching at the Faculty of Education of the Federal University of Minas Gerais. The evident aversion to algebra, and more specifically to algebraic language involving variables, raised the necessary concerns that led to the initiation of this research. To address this issue, the study examines how the game Odisseia Matemática can contribute to understanding algebraic structures and strategies, focusing on the representation of unknown values and the generalization of patterns. Aiming to analyze the potential of using a digital game to develop Algebraic Thinking in 7th-grade students in Elementary School, we conducted a qualitative study, valuing students’ reasoning and actions within the game. Data was collected through audio and video recordings, as well as problem-solving activities based on situations from the game. Our research is based on the characteristics of Algebraic Thinking described by Blanton and Kaput (2005) and the "game moments" indicated by Grando (2004) for structuring the use of games in the classroom. As part of this study and as an Educational Resource proposal, we developed a digital game called Odisseia Matemática. Our findings indicate that the game fosters a more interactive learning environment and can offer theoretical and methodological support for teachers seeking new approaches to teaching algebra. The game allows students to work with expressions involving unknown values, observe patterns, and construct generalizations. The digital game does not replace the role of the teacher but should serve as a complementary teaching resource. The teacher plays an essential role as a mediator, encouraging reflection, posing questions, and assisting students in building their knowledge. Therefore, the game should be integrated with other pedagogical practices and teaching resources.