The DragonBox 12+ game and the role of classroom metaphors for the teaching of school algebra

Abstract

This paper presents a mapping for the game DragonBox Algebra 12+ indicating some of its possibilities for the teaching of school algebra. Two groups from the Guaratinguetá city region participated in the research: (A) teachers of mathematics of the public school; (B) students of the Degree in Mathematics of UNESP. We analyze what kind of metaphors and the intentionality in its use by teachers in teaching algebraic operations in Elementary School, and what the role of these metaphors in the negotiation of meanings and production of school mathematics. Through the phenomenology of Merleau-Ponty articulated on the digital games based learning through the metaphors provided by the game indicate a process in which our experience translates into meanings arising from our experiences and actions. We observed in playing the game a way to introduce the algebraic rules in the form of rules of the game contributing to school formation and classroom structures.

Keywords

• games
• metáforas
• álgebra
• produção de conhecimentos