EXPLORING STATISTICS THROUGH RESEARCH RELATING THE MINECRAFT GAME TO MATHEMATICS

Abstract

This study aimed to analyze the perception of participants in the workshop “Learning Statistics Using Minecraft”, held during the 2022 edition of the National Mathematics Festival, regarding the presence of mathematical concepts in the Minecraft game. The study included 851 participants aged 7 to 19 years, from different educational levels. A questionnaire was administered addressing participants’ perceptions of whether Minecraft teaches mathematics. Data were analyzed using Multiple Correspondence Analysis (MCA) in the R software, considering associations among age, gender, educational level, and responses to the investigated items. The results indicated a predominance of negative responses regarding the spontaneous recognition of mathematical concepts in the game, with greater difficulty in identifying sets and the relationship between speed and time. Older participants and those with higher educational levels showed a tendency to recognize mathematical concepts more frequently, particularly regarding the teaching of mathematics and geometric figures. It is concluded that, although Minecraft provides situations with potential for representing mathematical concepts, these are not spontaneously recognized by most participants, highlighting the importance of teacher mediation in transforming the gaming experience into an opportunity for mathematical learning.