Cartesian plane teaching through digital games: an investigation of meaningful learning
Mathematics Teaching; Digital games; GeoGebra.
Mathematics in its traditional approach tends to be an unattractive discipline for the current generation, who have great access to digital technologies and ease of obtaining information, a fact that generates disinterest and dispersion in classes. The teaching of Geometry in particular depends on the use of technological resources and their application in the students' daily life so that their concepts cease to be merely abstract elements and start to have meaning. In this sense, approaches that use digital games based on the investigation of meaningful learning have been a study factor. The objective of the present study was to verify the contributions of a proposal with digital games created via Geogebra for a meaningful learning of the Cartesian plane in the 6th year of Elementary School. Questionnaires about the students' profile, diagnostic assessment to identify prior knowledge, formative assessment and questionnaires to survey students' perceptions were used as instruments. The results demonstrated the advantages of using digital games as a teaching resource, as we found evidence of significant learning of the mathematical content addressed promoted by the encouragement, motivation and cooperation among students during the application of the didactic sequence, contributing to the construction and modification of concepts and mathematical literacy. It was concluded that the use of digital games can contribute to the teaching and learning process of Geometry, encouraging meaningful learning and human development of students.