O papel dos jogos nas atividades da matemática
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Data
2022
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Este estudo tem como objetivo investigar a apropriação (concepção e utilização) do jogo com
regras, organizado pelo professor nas séries do fundamental para o favorecimento da
aprendizagem matemática escolar. Diante de todos os obstáculos apresentados na relação do
ensino contemporâneo, faz-se necessário adotar recursos e metodologias que facilitem a
captação do aprendizado. No âmbito desta pesquisa, o interesse se volta para jogo
pedagógico, mais especificamente, para o jogo no ensino da matemática. Trata-se de uma
maneira diferenciada para o aluno aprender os postulados matemáticos, sedimentando de
maneira sólida e eficaz seus conhecimentos. Permite, ainda, a concentração, a organização e o
aperfeiçoamento do senso crítico e raciocínio lógico. Do ponto de vista didático, utilizar jogos
possibilita o desenvolvimento de aulas com maior índice de interesse por parte dos alunos, por
serem mais agradáveis e atrativos. Os sujeitos da pesquisa foram alunos da 2ª, 3ª e 4ª série do
ensino fundamental, realizando atividades de intervenção pedagógica com jogos de dominós
matemáticos. Os dados foram analisados e os resultados mostraram o processo desencadeado
na construção dos procedimentos e conceitos matemáticos, pelos sujeitos, em situações problema do jogo. Com a utilização dos jogos, os alunos tiveram acesso à compreensão de
cálculos, facilitando a agilidade de raciocínio, podendo realizá-los pelo envolvimento das
propriedades comutativas da multiplicação, na resolução dos problemas escritos e na
argumentação das quatro operações.
This study aims to investigate the appropriation (conception and use) of the game with rules, organized by the teacher in the elementary grades to favor school mathematical learning. In view of all the obstacles presented in the relationship of contemporary education, it is necessary to adopt resources and methodologies that facilitate the capture of learning. In the scope of this research, the interest turns to the pedagogical game, more specifically, to the game in the teaching of mathematics. It is a different way for the student to learn the mathematical postulates, solidly and effectively consolidating their knowledge. It also allows for concentration, organization and improvement of critical sense and logical reasoning. From a didactic point of view, using games allows the development of classes with a higher rate of interest on the part of students, as they are more pleasant and attractive. The research subjects were students of the 2nd, 3rd and 4th grades of elementary school, performing activities of pedagogical intervention with games of mathematical dominoes. The data were analyzed and the results showed the process triggered in the construction of the mathematical procedures and concepts, by the subjects, in problem situations of the game. With the use of games, students had access to the understanding of calculations, facilitating the agility of reasoning, being able to perform them by involving the commutative properties of multiplication, in solving written problems and in arguing the four operations.
This study aims to investigate the appropriation (conception and use) of the game with rules, organized by the teacher in the elementary grades to favor school mathematical learning. In view of all the obstacles presented in the relationship of contemporary education, it is necessary to adopt resources and methodologies that facilitate the capture of learning. In the scope of this research, the interest turns to the pedagogical game, more specifically, to the game in the teaching of mathematics. It is a different way for the student to learn the mathematical postulates, solidly and effectively consolidating their knowledge. It also allows for concentration, organization and improvement of critical sense and logical reasoning. From a didactic point of view, using games allows the development of classes with a higher rate of interest on the part of students, as they are more pleasant and attractive. The research subjects were students of the 2nd, 3rd and 4th grades of elementary school, performing activities of pedagogical intervention with games of mathematical dominoes. The data were analyzed and the results showed the process triggered in the construction of the mathematical procedures and concepts, by the subjects, in problem situations of the game. With the use of games, students had access to the understanding of calculations, facilitating the agility of reasoning, being able to perform them by involving the commutative properties of multiplication, in solving written problems and in arguing the four operations.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, APRENDIZAGEM, JOGOS, MATEMÁTICA, RACIOCÍNIO, EDUCATION, LEARNING, GAMES, MATHEMATICS, REASONING