Kahoot!: uma intervenção pedagógica para o ensino de matemática nos anos finais do ensino fundamental

Abstract

This research aimed to investigate the pedagogical practice of Mathematics teachers after receiving training to use the Kahoot! application and use it in their classes. The will to approach this topic arose from the following question from the researcher, "how can the insertion of the Kahoot! application help teachers in the Mathematics teaching process?". In order to answer this question, a training course with three meetings was offered to Mathematics teachers from a State school in the city of Bagé, RS. The research had a qualitative approach and was of the action research type. Data collection was carried out through an online questionnaire, observations by the researcher during the course offered on the Google Meet platform, manifestations of participants in a Whatsapp group, in addition to the teachers' narrative after training and application of the games with the use of Kahoot! with their students. The categories that emerged in the Content Analysis process were the teachers' relationship with Digital Technologies, peer collaboration and the teachers' Protagonism. It was observed that when participating in the training on the kahoot! plataform, teachers were creative when using the technological devices necessary to integrate the knowledge acquired from the platform into their pedagogical practice. It can also be seen that the exchange of knowledge among the teachers was important because it strengthened the work, demonstrating that the difficulties of each one are also present in the daily life of the other, which provided the construction of this knowledge collectively. When reporting their experiences with the application of the games in their classes, the teachers showed confidence and felt prepared to work with kahoot! at other times. The insertion of the kahoot! in teaching practice offered technological subsidies to teachers for a differentiated pedagogical practice.