Ludicidade e o ensino da Função Afim: um panorama das teses e dissertações brasileiras de 2014 a 2023 e as contribuições à Educação Matemática

Abstract

This research presents a mapping study that provides an overview of the research conducted on the theme of ludicity in the teaching of Linear Functions and its contributions to Mathematics Education. The objective is to describe the scenarios of the theses and dissertations that focus on the use of playfulness in the teaching of Linear Functions and its contributions to Mathematics Education. The research follows a qualitative, exploratory, bibliographic approach with descriptive and interpretative analysis of the data. The mapping covers the period from 2014 to 2023 and occurred in two stages: Stage 1 - Mapping of academic productions cataloged in the library of the Arraias campus, in the Sisbid of the Federal University of Tocantins (UFT); Stage 2 - Mapping of theses and dissertations that focus on ludicity in the teaching of linear functions in the Capes Theses and Dissertations Catalog, which occurred in two moments: first, the identification and characterization of Brazilian theses and dissertations, and second, the description of the contributions of the studies to Mathematics Education as indicated by the researchers. The results show that there is no production of works on this theme registered at the University of Tocantins; in LEM, there is a Graph Chart and Geoboard for playful use of linear functions. A total of 28 productions were identified, all dissertations and no theses, addressing playfulness and linear functions. The productions are located in all regions of Brazil, with a higher concentration in the Southeast followed by the Northeast region. The studies predominantly consist of proposals for activities and didactic sequences with interdisciplinary and contextualized teaching approaches, using various didactic strategies and resources, with an emphasis on problem-solving and technological resources such as GeoGebra and educational platforms. The analysis of the productions shows that playful approaches to teaching linear functions aim to promote motivation, active student participation, visualization of mathematical concepts, skill development, connection with students' reality, meaningful learning, and inclusion of students with disabilities or disorders.