Mathematical Bingo: Creation in the Computational Environment and Experimentation in the Classroom Marcos Antonio Santos de Jesus, Rafael Xavier Rocha Costa, Felipe Santos Mota, Fernando José Cesilio Branquinho, Luiz Antonio Ferraro Mathias, Maurício Neves Asenjo, Nicolas Marques Sampaio

Abstract

Old and new technologies are appropriate for a variety of contexts, including academic, commercial, administrative and even recreational. We are currently in the “information age”, which refers to the globalization of information flows. In Brazil, there are laws and bills to support the use of computerized technology in educational environments. Examples include Law 14,180/21, which expands Internet access in basic education institutions, and Bill 6356/2019, which aims to make the presence of laboratories in public primary and secondary schools mandatory. Taking the area of ​​education as an example, the exponential growth and rapid geographical spread of the use of technologies for various purposes attracts students' attention and influences the teaching and learning process. The present study aimed to develop and test a computerized game called “mathematical bingo” in elementary school. As creation tools in the game format, Front-end Prototyping, Front-end development, Back-end development and Database development were used. An explanatory and non-experimental quantitative model was followed, with quantitative analysis of the variables. α=0.05 (significance level) was established. After creating the game, efficient results were found, both technologically for application in a network of up to 48 machines, and educationally. A statistically significant difference was found between the students' responses when they stated that they liked or disliked learning mathematical content in a fun way through games (p < 0.05). Regarding the question “Do you think it is interesting that there are more games like this involving other mathematical content”, there was a statistically significant difference between the students’ answers (p < 0.05). It was concluded from the results that it is interesting that more games are created in the computing environment, this way it will be possible to offer students moments of fun and learning simultaneously.