A importância das metodologias ativas na gamificação de jogos matemáticos com ênfase em análise combinatória no ensino médio

Abstract

The teaching of Combinatorial Analysis in Brazilian high school is often characterized by overly procedural approaches, centered on the memorization of formulas for permutation, arrangement, and combination, without developing students’ understanding of the logical structures underlying counting problems. This didactic gap motivated the present disserta tion, which aims to propose a didactic sequence for teaching Combinatorial Analysis in high school, integrating active methodologies, gamification, and the Wordwall digital platform within the context of Brazilian public schools. The research is bibliographic and propo sitional in nature, with a qualitative approach, grounded in references from mathematics education, active methodologies, and digital technologies in education. Based on an analysis of students’ most common difficulties, three intervention axes were identified: conceptual progression of combinatorial reasoning, intentional use of gamification elements for enga gement and feedback, and integration of Wordwall as a didactic mediation tool offering equivalent interactive and printable formats. The resulting educational product consists of an eight-lesson sequence, including a formative assessment rubric, teacher mediation stra tegies, inclusion adaptations, and alternatives for low-connectivity contexts. The findings indicate that the combination of conceptual progression, intentional gamification, and a fle xible digital platform enables more active, argumentative, and context-sensitive learning. The main contribution of the research lies in providing mathematics teachers in public scho ols with a replicable didactic framework that subordinates technology use to mathematical understanding and pedagogical mediation