As contribuições da gamificação e a personalização do ensino de matemática a partir da ferramenta Khan Academy

Resumo

In recent decades, Brazilian education has expanded access to schooling; however, it still faces significant challenges related to the quality of learning, especially in Mathematics education. National and international assessments reveal persistent difficulties among students in understanding fundamental concepts, highlighting the need for more effective and meaningful pedagogical practices. In this context, this study investigates the contributions of gamification and personalized learning in Mathematics education through the use of the Khan Academy platform in the teaching and learning process of middle school students. To this end, a pedagogical intervention was developed and implemented with 9th-grade students, using the platform as support for instructional activities and exploring its gamification and personalization features. The research adopted a qualitative approach with quantitative elements, based on the analysis of data collected through Likert-scale questionnaires, classroom observations, and reports generated by the digital platform. The proposal aimed to promote greater student engagement, autonomy, and participation through activities that integrated problem-solving situations, technological resources, and gamification elements, such as progressive challenges and immediate feedback. The results indicated a significant increase in student engagement, evidenced by greater participation, longer time spent on the platform, and an increase in completed tasks. Additionally, students demonstrated greater autonomy, assuming a more active role in constructing their own knowledge. Regarding learning outcomes, the data showed improvements in the understanding of mathematical concepts, increased confidence in problem-solving, and enhanced academic performance. It is concluded that the integration of digital technologies, gamification, and personalized learning strategies can significantly contribute to Mathematics education, fostering more dynamic, interactive, and student-centered teaching practices.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEMA

Ano

2026

Idioma

pt

Palavras-chave

Ensino de Matemática; Tecnologias Digitais; Gamificação; Personalização da Aprendizagem; Metodologias Ativas; Mathematics Education; Digital Technologies; Gamification; Personalized Learning; Active Methodologies.; Matemática

Temas

Avaliação, Práticas Pedagógicas, Resolução de Problemas, Tecnologias Digitais

Handle

https://repositorio.uema.br/jspui/handle/123456789/6633

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026