Validation of a cooperative mathematical game aimed at teaching numerical systems during the first year of Middle School

Abstract

This article presents the analysis of the validation results of a cooperative mathematical game entitled “Archaeology of Numbers”, designed for teaching numerical systems in the first year of Middle School. The aim of the study was to demonstrate effective strategies for validating pedagogical games aimed at basic education. For this, a two-stage validation process was developed and implemented, based on the theoretical references indicated — validation of appearance and content by school teachers and evaluation of playfulness by students who had the same characteristics of the game's target audience. Both stages adopted a quantitative methodology with intentional non-probabilistic sampling and used the calculation of a Content Validation Index (CVI) from participants' responses to questionnaires distributed after contact with the game. The process made it possible for the “Archaeology of Numbers” to be tested, improved and approved as a didactic resource, confirming that it is an effective and profitable strategy to validate pedagogical games.

Keywords

• ensino de matemática
• jogos cooperativos
• validação de material educativo
• sistema de numeração