Banca de DEFESA: ANTONIO MARCOS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANTONIO MARCOS DA SILVA
DATE: 30/04/2026
TIME: 18:30
LOCAL: Google mert
TITLE:

GeoGebra and Escape Room in Mathematics Education: Tools for Teaching Quadratic Functions

KEY WORDS:

High School, Digital Technologies, GeoGebra, Escape Room, Quadratic Function.

PAGES: 133
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation stems from the observation that the gap in prior knowledge of mathematics among 1st-year high school students is a recurring factor that compromises the development of competencies foreseen in the National Common Curriculum Base (BNCC) and verified by large-scale assessments, such as the Programme for International Student Assessment (PISA) and the National High School Examination (ENEM). These indicators reveal persistent difficulties in the interpretation, modeling, and resolution of problem situations involving structuring content, including the second-degree polynomial function. David Ausubel's Theory of Meaningful Learning emphasizes the importance of mobilizing prior knowledge in the construction of new knowledge. This research proposes the development and application of an educational product entitled "Unveiling the Parabola": a didactic sequence on quadratic functions structured using the Escape Room pedagogical strategy, with the integration of GeoGebra software as a supporting digital resource. The proposal was created with the objective of favoring the construction of mathematical meanings through contextualized challenges, organized in the form of riddles that demand logical reasoning, interpretation of different representations, and the use of interactive digital tools. Methodologically, the research is characterized as qualitative and was conducted according to the assumptions of Didactic Engineering, encompassing the stages of preliminary analysis, conception and a priori analysis, experimentation, and a posteriori analysis. The didactic sequence was applied to a 1st-year high school class over six 50-minute lessons, organized into three sessions, integrating investigative moments with GeoGebra and collaborative challenges in the Escape Room format. The results indicate that the articulation between digital technologies and gamified strategy contributed to greater student engagement, increased classroom participation, and strengthened conceptual understanding of the quadratic function. The mobilization of prior knowledge, the construction of relationships between algebraic and graphical representations, and the development of collaborative attitudes were observed—aspects consistent with the principles of Meaningful Learning. Therefore, the intentional integration of digital resources and structured didactic organization can constitute a promising methodological alternative for teaching quadratic functions in high school.

COMMITTEE MEMBERS:
Presidente - 1604226 - GISELA MARIA DA FONSECA PINTO
Interno - 2571126 - MARCELO DE OLIVEIRA DIAS
Externo à Instituição - ALEXANDER PIRES DA SILVA
Externo à Instituição - ALEXANDRE RODRIGUES DE ASSIS