Who is that Pokemon? An Analyse of the Card Game Pokemon in Light of the Theory of Conceptual Fields

Abstract

This article presents a discussion about the potencial of the ficcional entertainment universe of Pokemon in the educational scope. Such universe presents the characteristics of the transmedia work presented by Jenkins (2009), amongst them the capacity of expanding itself through a great deal of media platforms, providing multiple interaction experiences between its fans. Starting from the premise it is possible to utilize games, drawings and comic books in the benefit of learning, our main goal is to discuss the contributions of a particular element of this universe, the collectible cards game, under the perspective of Mathematical Education, in light of the Theory of Conceptual Fields, by Gérard Vergnaud. For this study, we analyze five Pokemon card decks, in which some cards present problem situations involving additive and multiplicative structures. After that analysis, it was possible to recognize in the commands existent in some of the cards of the game, additive problem situations that correspond to transformation and multiplicative problems involving simple proportion. Although the problems explored in the cards are specifically of two types, it is necessary to highlight the importance of the game for mathematical work. In developing relational calculations and numerical calculations during matches, players are encouraged to develop mathematical reasoning.