Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students

Paulo Vitor da Silva Santiago, José Rogério Santana, Maria José Costa Dos Santos
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Abstract

This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
通过 "文字墙 "平台为英语学习者教授数字表达式的策略
本作品是针对巴西一所公立学校青年与成人教育专业学生的教学实践,其中插入了数学基本运算和数字表达。这项研究的目的是分析游戏化在基于教学情境理论的有意义学习中的贡献,其内容是基本运算和数字表达式,对象是 EJA 高中学生。研究方法是以描述-探索为目标的定性方法,适用于 23 名东亚和东南亚学生,由同时发生的动态部分组成,遵循每个学生在算术和数字表达式概念中插入的 "教学契约 "和 "教学转换 "的概念、结构、应用、发展、解决和结论阶段。结果表明,游戏化教学在 EJA 高中班的数学学习中发挥了重要作用,这可以在拟议活动中描述的计算中体现出来。最后,我们可以看到,游戏化和学生讨论对所有学生的学习都产生了积极的影响,尤其是在基本运算和数字表达方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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