2026-10-292026-10-292025-10-22BARROS, Thiago de Vasconcelos. Roleplaying game e função exponencial. Orientador: Miguel Chaquiam. 2025. 219 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/401AbertoEnsino de matemáticaJogos no ensino de matemáticaRoleplaying gameFunção exponencialMathematics teachingGames in mathematics teachingRoleplaying gameExponential functionDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalThe present work is an expansion and deepening of a final paper for the Licentiate in Mathematics course, in view of the problems pertaining to the consolidation of Exponential Function content. Among the methodological alternatives for mathematics teaching, the use of games generates interest from teachers, given its motivating and playful character. In this scenario, the Roleplaying Game emerges as a possibility for implementation in school contexts. However, this modality is still little known by teachers. Thus, the possibility of interrelating exponential function and Roleplaying Game was sought, by means of the following questioning: What variant of the Roleplaying Game can be elaborated, for high school students, with a view to consolidating contents related to the exponential function? To obtain elements and arguments that corroborate in answering the presented questioning, the general objective was outlined to Elaborate a Gamebook, a variant of the Roleplaying Game, aimed at high school students, with a view to consolidating contents related to the exponential function. This work is classified as Applied as to its Nature, given that it had as an objective the generation of knowledge for practical application, directed at solving specific problems, and, as to its Approach, as Qualitative, since it developed a more accentuated understanding of a problem that cannot be measured only with numbers and data obtained by means of a questionnaire. Furthermore, as to its Objectives, as Exploratory, since possibilities and scenarios were explored under diverse prisms with the finality of gaining familiarity and acquiring new insights about a current situation and, as to its Procedures, Bibliographical, as it was carried out from the survey of theoretical references and bibliographic review, published in physical or electronic media. The analysis regarding textbooks found that part of the questions are of the manipulation type, characterized by algorithmic calculation with an emphasis on dexterity, routines, systematization and application of rules and formulas. In sum, the textbooks present a similar structure, with few variations. Thus, the proposal was developed to fill a gap identified in the analyzed didactic materials. And the conception was based on the Theory of Didactic Situations by Brousseau (1996, 2008) and on the use of games in mathematics teaching described by Grando (1995, 2000), and the articulation between these proposals guided a model for the creation of the Roleplaying Game proposal. And after highlighting the potentialities of RPG games in teaching and listing the Gamebook as the chosen variant, due to the ease of application by teachers who are unfamiliar with RPGs; thus the Gamebook was elaborated, titled “Contaminant Conspiracy”. Thus, the application was carried out with students concluding high school, and by means of the results obtained by the validation, it demonstrated to be effective, which promoted engagement, collaborative thinking and the significant learning of an abstract content by means of the narrative. It was also evidenced that the proposal contributed to the development of reading and textual analysis of the participants.PPGEM - Metodologia para ensino de matemática no nível médio