“WHICH FUNCTION AM I?” – A NON-DIGITAL GAME TO SUPPORT THE IDENTIFICATION OF FUNCTIONS THROUGH THEIR GRAPHS

Abstract

This article aimed to present the development, application, and evaluation of the non-digital game “Which Function Am I?”, created to assist high school students in identifying functions through the interpretation of their graphs. The study arises from the need to diversify pedagogical strategies in mathematics teaching, especially in the topic of functions, which is often considered one of the most challenging for students. The methodology adopted was based on the ENgAGED process, which guides the development of educational games through five stages: analysis, design, development, execution, and evaluation. The game was applied in three first-year high school classes from a public school, involving 37 students, and its evaluation was conducted using the MEEGA+KIDS instrument, which analyzes aspects such as usability, player experience, social interaction, and perceived learning. The results indicated that the activity promoted cooperation, interaction among students, and greater engagement during the class. Furthermore, most students reported a better understanding of concepts related to linear and quadratic functions, as well as greater ease in interpreting graphs. It is concluded that the game shows potential as a complementary teaching resource, contributing to making the learning of functions more meaningful, participatory, and motivating within the school context.