Ensino da função afim por meio da gamificação: construção do framework MIGMA para o Ensino Médio

Abstract

This research aims to develop and analyze MIGMA Integrated Gami cation Model for Mathematics Teaching with Assessment as a pedagogical proposal designed to promote student engagement and meaningful learning in High School education. The study is grounded in the principles of gami cation, active methodologies, self-determination theory, and Mathematics Education, seeking to articulate these theoretical frameworks in the construction of an integrated teaching approach. The methodology adopted is qualitative in nature and applied in scope, involving a theoretical review and the development of a pedagogical framework. The proposed model organizes the learning process through learning paths, progressive challenges, continuous feedback, and formative assessment, structuring teaching in an intentional and systematic manner. As an illustrative application, MIGMA was applied to the content of linear functions, highlighting its potential to foster conceptual understanding, active student participation, and the articulation of di erent mathematical representations. The theoretical analysis of the proposal indicates that MIGMA presents potential to promote engagement, foster student autonomy, and support the construction of more meaningful learning experiences. It is concluded that MIGMA represents a consistent and innovative pedagogical proposal, capable of integrating engagement, learning, and assessment in Mathematics teaching, o ering valuable contributions to the transformation of pedagogical practices within the educational context.