Investigando a relação entre o jogo do Semáforo e os padrões
Miniatura indisponível
Data
2013
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Editora
Edições Universitárias Lusófonas
Resumo
Os jogos têm despertado o interesse de investigadores no sentido de averiguar
o benefício da sua prática no desenvolvimento de capacidades. Este interesse emerge, possivelmente, das caraterísticas motivadoras do jogo em geral e do
facto de determinado tipo de jogos envolverem destrezas cognitivas na sua
prática. Estas caraterísticas levaram-nos a serem considerados como agentes
facilitadores do processo de ensino e aprendizagem da matemática. A capacidade
de identificar padrões é igualmente apontada como essencial a este processo,
sendo considerada uma capacidade intrínseca à atividade matemática.
Neste artigo apresentar-se-ão as etapas essenciais de um estudo conduzido junto de uma amostra de alunos do 1.º ciclo do ensino básico, envolvendo o jogo do Semáforo, bem como as principais conclusões. Como resultados principais do estudo verificámos a existência de uma relação entre a força de jogo e
a capacidade de identificar padrões, tendo-se verificado também uma relação entre estas variáveis e a classificação obtida nas provas de aferição de matemática.
Verificou-se, ainda, que uma turma sujeita à prática sistemática do jogo diferiu significativamente da turma de controlo.
Games have been triggering researcher’s interest to verify whether their practice brings benefits to the development of abilities. This interest emerges, probably, from the motivating characteristics of playing in general and from the fact that certain types of games involve cognitive skills during practice. These characteristics took them to be considered facilitating agents of mathematics teaching and learning. The ability to identify patterns is equally viewed as essential to this process, as it is considered as intrinsic to mathematics activity. In this paper we will present the major steps of a study conducted within a sample of primary school students, involving the game ‘Traffic Lights’, as well as some results. As major results from this study, we have verified the existence of a relationship between strength of play and the ability to identify patterns. We have also verified the existence of a relationship between these variables and the grades obtained on the national exams in mathematics. We have also found that one class subjected to the game systematic practice has differed significantly from the control group.
Games have been triggering researcher’s interest to verify whether their practice brings benefits to the development of abilities. This interest emerges, probably, from the motivating characteristics of playing in general and from the fact that certain types of games involve cognitive skills during practice. These characteristics took them to be considered facilitating agents of mathematics teaching and learning. The ability to identify patterns is equally viewed as essential to this process, as it is considered as intrinsic to mathematics activity. In this paper we will present the major steps of a study conducted within a sample of primary school students, involving the game ‘Traffic Lights’, as well as some results. As major results from this study, we have verified the existence of a relationship between strength of play and the ability to identify patterns. We have also verified the existence of a relationship between these variables and the grades obtained on the national exams in mathematics. We have also found that one class subjected to the game systematic practice has differed significantly from the control group.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, EDUCATION, JOGOS MATEMÁTICOS, MATHEMATICAL GAMES, ESTUDOS DE CASO, CASE STUDIES