O uso de jogos matemáticos como estratégia pedagógica para a aprendizagem de situações do campo aditivo
type: CreativeWork
description: This work aims to analyze the contribution of mathematical games for learning the additive field situations, a class of 3rd Elementary School Year I. The research was qualitative, with the description and analysis of the learning process in the context of room situations. We base the work with studies on the play activity in teaching context; the game and the teaching of mathematics; the additive conceptual field and the acquisition of this by the students. Then a sequence of six teaching moments with mathematical games and problem resolution based on the game itself was carried out, developed a class of 3rd year of elementary school, a Municipal School of João Pessoa - PB. These activities were described and analyzed based on some theoretical: Magina (2008); Magina eta al. (2010); Spinillo and Magina (2004); Vianna and Rolkouski (2014); Guérios (2014), among others, which allowed us to understand the means used by the students to solve the problem situations and the difficulties encountered in this process. With the Games was possible to verify engaging and attractive educational opportunities to students, arousing the curiosity and interest in the activity, facilitating understanding and contributing to the process of teaching-learning situations additive. Through the analysis of the written activities was concluded that the students increased understanding of the concepts involved, with own means of resolution, and valued the various types of reasoning and records. We emphasize that this understanding was sometimes camouflaged by attempts to conform to a single standard taught in schools, the format of the registration and formalization of the operation.
abstract: This work aims to analyze the contribution of mathematical games for learning the additive field situations, a class of 3rd Elementary School Year I. The research was qualitative, with the description and analysis of the learning process in the context of room situations. We base the work with studies on the play activity in teaching context; the game and the teaching of mathematics; the additive conceptual field and the acquisition of this by the students. Then a sequence of six teaching moments with mathematical games and problem resolution based on the game itself was carried out, developed a class of 3rd year of elementary school, a Municipal School of João Pessoa - PB. These activities were described and analyzed based on some theoretical: Magina (2008); Magina eta al. (2010); Spinillo and Magina (2004); Vianna and Rolkouski (2014); Guérios (2014), among others, which allowed us to understand the means used by the students to solve the problem situations and the difficulties encountered in this process. With the Games was possible to verify engaging and attractive educational opportunities to students, arousing the curiosity and interest in the activity, facilitating understanding and contributing to the process of teaching-learning situations additive. Through the analysis of the written activities was concluded that the students increased understanding of the concepts involved, with own means of resolution, and valued the various types of reasoning and records. We emphasize that this understanding was sometimes camouflaged by attempts to conform to a single standard taught in schools, the format of the registration and formalization of the operation.
author: Silva, Iara Coriolano da
language: por
keywords: Ensino - matemática, Lúdico - jogos matemáticos, Campo aditivo
date published: 2016-06-14
date modified: 2026-07-24T01:18:27Z
provider: Brazil UFPB
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Universidade Federal da Paraíba