Theories of meaningful learning, ICT and gamification: a didatic proporsal for teaching the fundamental operations according to the BNCC
DOI:
https://doi.org/10.22481/redupa.v4i04.18157Keywords:
BNCC, mathematics education, information and communication technologiesAbstract
This article deepens the theoretical and practical foundations for teaching the four basic mathematical operations in light of Meaningful Learning Theory, the educational use of Information and Communication Technologies (ICT), and Gamification, in line with the guidelines of the Brazilian National Common Curriculum Base (BNCC). It begins by discussing Ausubel’s theory of meaningful learning, detailing categories of learning and didactic implications for planning and assessment. Next, it addresses the potential of ICT in education, highlighting pedagogical mediation, multiple representations, personalized learning, digital inclusion, and accessibility. The text also explores the foundations of gamification, its structural elements and differences from educational games, as well as evidence of its positive impact on student engagement and mathematics learning. Additionally, a critical analysis of BNCC (and the former National Curriculum Parameters – PCN) is conducted regarding the teaching of fundamental operations, relating general and specific competencies to mathematical literacy and the contemporary culture of assessment. Finally, a didactic framework is presented integrating these references, with a detailed teaching sequence illustrating strategies for instructing the basic operations in a playful, meaningful, and inclusive way. The final considerations reinforce the importance of innovative pedagogical practices, aligned with BNCC competencies, to promote more robust and contextualized mathematics learning.
Downloads
References
AUSUBEL, David P. Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston, 1968.
AUSUBEL, David P. Aquisição e retenção de conhecimentos: uma perspectiva cognitiva. Porto Alegre: Artmed, 2003.
AUSUBEL, David P. The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, v. 51, n. 5, p. 267–272, 1960.
AUSUBEL, David P.; NOVAK, Joseph D.; HANESIAN, Helen. Psicologia educacional. 2. ed. Rio de Janeiro: LTC, 1980.
BACICH, Lilian; MORAN, José. Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Porto Alegre: Penso, 2018.
BLACK, Paul; WILIAM, Dylan. Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, v. 80, n. 2, p. 139–148, 1998.
BRASIL. Ministério da Educação. Base Nacional Comum Curricular – Educação Infantil e Ensino Fundamental. Brasília, DF: MEC, 2017.
BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília, DF: MEC, 2018.
BRASIL. Ministério da Educação. Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: Introdução aos Parâmetros Curriculares Nacionais. Brasília, DF: MEC/SEF, 1997.
BRASIL. Ministério da Educação. Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: Matemática. Brasília, DF: MEC/SEF, 1998.
BRASIL. Secretaria de Direitos Humanos. Comitê de Ajudas Técnicas. Tecnologia Assistiva. Brasília, DF: SDH/PR, 2009.
CAST. Universal Design for Learning Guidelines version 2.2. Wakefield, MA: CAST, 2018.
CASTELLS, Manuel. A sociedade em rede. São Paulo: Paz e Terra, 1999.
DECI, Edward L.; KOESTNER, Richard; RYAN, Richard M. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, v. 125, n. 6, p. 627–668, 1999.
DELL, Amy G.; NEWTON, Deborah A.; PETROFF, Jerry G. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. 3. ed. Boston: Pearson, 2017.
DETERDING, Sebastian; DIXON, Dan; KHALED, Rilla; NACKE, Lennart. From game design elements to gamefulness: defining gamification. In: Proceedings of the 15th International Academic MindTrek Conference. New York: ACM, 2011. p. 9–15.
D’AMBROSIO, Ubiratan. Educação matemática: da teoria à prática. Campinas: Papirus, 1996.
DICHEVA, Darina; DICHEV, Christo; AGRE, Gennady; ANGELOVA, Galia. Gamification in education: a systematic mapping study. Educational Technology & Society, v. 18, n. 3, p. 75–88, 2015.
DUVAL, Raymond. A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, v. 61, p. 103–131, 2006.
FLAVELL, John H. Metacognition and cognitive monitoring: a new area of cognitive–developmental inquiry. American Psychologist, v. 34, n. 10, p. 906–911, 1979.
HAMARI, Juho; KOIVISTO, Jonna; SARSA, Harri. Does gamification work? A literature review of empirical studies on gamification. In: 47th Hawaii International Conference on System Sciences (HICSS). Washington, DC: IEEE, 2014. p. 3025–3034.
HATTIE, John; TIMPERLEY, Helen. The power of feedback. Review of Educational Research, v. 77, n. 1, p. 81–112, 2007.
HOHENWARTER, Markus; JONES, Keith. Ways of linking geometry and algebra: the case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, v. 27, n. 3, p. 126–131, 2007.
HORN, Michael B.; STAKER, Heather. Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-Bass, 2015.
KAPP, Karl M. The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco: Pfeiffer, 2012.
KENSKI, Vani Moreira. Educação e tecnologias: o novo ritmo da informação. 8. ed. Campinas: Papirus, 2012.
KILPATRICK, Jeremy; SWAFFORD, Jane; FINDELL, Bradford (org.). Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Academy Press, 2001.
LANDERS, Richard N. Developing a theory of gamified learning: linking serious games and gamification of learning. Simulation & Gaming, v. 45, n. 6, p. 752–768, 2014.
LUCKESI, Cipriano Carlos. Avaliação da aprendizagem escolar: estudos e proposições. 22. ed. São Paulo: Cortez, 2011.
MAIA, Bianca de Lima; BRANDT, Artur Antônio Melo de Lira. Gamificação à luz da aprendizagem significativa: dialogicidade pós-pandemia. In: CONINTER – Congresso Internacional Interdisciplinar em Sociais e Humanidades. Anais do CONINTER: crise civilizacional, conhecimentos ancestrais e pensamento decolonial na América Latina, 2024. DOI: 10.29327/1396573.1-5. Disponível em: https://www.researchgate.net/publication/380224752_GAMIFICACAO_A_LUZ_DA_APRENDIZAGEM_SIGNIFICATIVA_DIALOGICIDADE_POS-PANDEMIA . Acesso em: 8 out. 2025.
MAYER, Richard E. Multimedia Learning. 2. ed. New York: Cambridge University Press, 2009.
MISHRA, Punya; KOEHLER, Matthew J. Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, v. 108, n. 6, p. 1017–1054, 2006.
MORAN, José. Educação híbrida: um conceito-chave para a educação, hoje. In: BACICH, Lilian; TANZI NETO, Adolfo; TREVISANI, Fernando de Mello (org.). Ensino híbrido: personalização e tecnologia na educação. Porto Alegre: Penso, 2015. p. 27–45.
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM). Principles and Standards for School Mathematics. Reston, VA: NCTM, 2000.
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NCTM). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM, 2014.
NICHOLSON, Scott. A recipe for meaningful gamification. In: REINERS, Torsten; WOOD, Lincoln (org.). Gamification in Education and Business. Cham: Springer, 2015. p. 1–20.
NOVAK, Joseph D.; CAÑAS, Alberto J. The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Florida Institute for Human and Machine Cognition, 2008.
NOVAK, Joseph D.; GOWIN, D. Bob. Aprendendo a aprender. São Paulo: Martins Fontes, 1984.
OLIVEIRA, Daniel de; DÓREA, Márcia de Melo. Uso de game design para a elaboração de uma avaliação gamificada no ensino superior. In: XXI SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 2022. Anais Estendidos…, p. 856-865, 2022. Disponível em: https://sol.sbc.org.br/index.php/sbgames_estendido/article/view/23723 . Acesso em: 8 out. 2025.
PAIVIO, Allan. Mental Representations: A dual coding approach. New York: Oxford University Press, 1986.
PANE, John F. et al. Continued Progress: Promising Evidence on Personalized Learning. Santa Monica, CA: RAND Corporation, 2015.
PÓLYA, George. How to Solve It. Princeton: Princeton University Press, 1945.
RANGEL, Renan Santos; VICTER, Eline das Flores. Uma breve reflexão sobre a realidade aumentada no ensino de Ciências e formação docente. Revista Magistro, Duque de Caxias: Unigranrio, v. 1, n. 29, p. 67-82, 2024. Disponível em: https://publicacoes.unigranrio.edu.br/magistro/article/download/7814/4082 . Acesso em: 8 out. 2025.
ROSE, David H.; MEYER, Anne; GORDON, David. Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST, 2014.
RYAN, Richard M.; DECI, Edward L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, v. 55, n. 1, p. 68–78, 2000.
SAILER, Michael; HENSE, Jan U.; MAYR, Sarah K.; MANDL, Heinz. How gamification motivates: an experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, v. 69, p. 371–380, 2017.
SEABORN, Katie; FELS, Deborah I. Gamification in theory and action: a survey. International Journal of Human-Computer Studies, v. 74, p. 14–31, 2015.
SELWYN, Neil. Education and Technology: Key issues and debates. 2. ed. London: Bloomsbury, 2016.
SHUTE, Valerie J. Focus on formative feedback. Review of Educational Research, v. 78, n. 1, p. 153–189, 2008.
SILVER, Edward A. On mathematical problem posing. For the Learning of Mathematics, v. 14, n. 1, p. 19–28, 1994.
UNESCO. ICT Competency Framework for Teachers. Paris: UNESCO, 2018.
VALENTE, José Armando. O computador na sociedade do conhecimento. Campinas: UNICAMP/NIED, 1999.
VIGOTSKI, Lev S. A formação social da mente. 7. ed. São Paulo: Martins Fontes, 2007.
VIGOTSKI, Lev S. Pensamento e linguagem. 4. ed. São Paulo: Martins Fontes, 2009.
WARSCHAUER, Mark. Technology and Social Inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press, 2003.
WERBACH, Kevin; HUNTER, Dan. For the win: how game thinking can revolutionize your business. Philadelphia: Wharton Digital Press, 2012.
WERTSCH, James V. Mind as Action. New York: Oxford University Press, 1998.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mônica Delfino do Couto, Guilherme Gomes da Silva, Mariza Sodré
This work is licensed under a Creative Commons Attribution 4.0 International License.
