{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/767"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/767","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"Conhecimento do professor de matemática acerca de jogos: o caso da Escola Carlos Luiz de Araújo.","abstract":"This study aimed to analyze the knowledge of mathematics teachers of elementary school (6 to 9 years), State Primary School Luiz Carlos de Araújo on the use of games. The research methodology is grounded in the qualitative research approach, whose methodological instrument was a questionnaire, and with respect to the use of games used the theoretical contributions of authors such as Rego & Rego (2004), Antunes (1998), Kishimoto (2009), addition to the studies proposed in the National Curriculum Parameters of Mathematics (BRAZIL, 1998). The data collected in the questionnaire revealed that teachers have difficulties when using this methodology in the classroom, as the excess in the number of students in the classroom; some parents believe that the game is a joke, beyond the students' disinterest. We conclude this work that most teachers had the opportunity to deal the initial and continued training with the methodology of games, and even then, teachers use games in the classroom infrequently.","abstract_html":"This study aimed to analyze the knowledge of mathematics teachers of elementary school (6 to 9 years), State Primary School Luiz Carlos de Araújo on the use of games. The research methodology is grounded in the qualitative research approach, whose methodological instrument was a questionnaire, and with respect to the use of games used the theoretical contributions of authors such as Rego & Rego (2004), Antunes (1998), Kishimoto (2009), addition to the studies proposed in the National Curriculum Parameters of Mathematics (BRAZIL, 1998). The data collected in the questionnaire revealed that teachers have difficulties when using this methodology in the classroom, as the excess in the number of students in the classroom; some parents believe that the game is a joke, beyond the students' disinterest. We conclude this work that most teachers had the opportunity to deal the initial and continued training with the methodology of games, and even then, teachers use games in the classroom infrequently.","abstract_has_math":false,"creators":["Amorim, Joscelino dos Santos."],"institution":"Matemática","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-22","date_published":"2014-09-22","updated_at":"2026-07-24T01:18:03Z","subjects":["Ensino e aprendizagem da matemática","Jogos e recreações matemáticas","Teaching and learning mathematics","Mathematics games and recreations"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/767","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Amorim, Joscelino dos Santos."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-09-22T17:41:57Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-09-22T17:41:57Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-09-22"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Matemática"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ensino e aprendizagem da matemática","Jogos e recreações matemáticas","Teaching and learning mathematics","Mathematics games and recreations"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/767"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study aimed to analyze the knowledge of mathematics teachers of elementary school (6 to 9 years), State Primary School Luiz Carlos de Araújo on the use of games. The research methodology is grounded in the qualitative research approach, whose methodological instrument was a questionnaire, and with respect to the use of games used the theoretical contributions of authors such as Rego & Rego (2004), Antunes (1998), Kishimoto (2009), addition to the studies proposed in the National Curriculum Parameters of Mathematics (BRAZIL, 1998). The data collected in the questionnaire revealed that teachers have difficulties when using this methodology in the classroom, as the excess in the number of students in the classroom; some parents believe that the game is a joke, beyond the students' disinterest. We conclude this work that most teachers had the opportunity to deal the initial and continued training with the methodology of games, and even then, teachers use games in the classroom infrequently."]},{"key":"dc:title","label":"Title","values":["Conhecimento do professor de matemática acerca de jogos: o caso da Escola Carlos Luiz de Araújo."]}]}],"canonical_facts":{"dc:creator":["Amorim, Joscelino dos Santos."],"dc:date.accessioned":["2014-09-22T17:41:57Z"],"dc:date.available":["2014-09-22T17:41:57Z"],"dc:date.issued":["2014-09-22"],"dc:description.abstract":["This study aimed to analyze the knowledge of mathematics teachers of elementary school (6 to 9 years), State Primary School Luiz Carlos de Araújo on the use of games. The research methodology is grounded in the qualitative research approach, whose methodological instrument was a questionnaire, and with respect to the use of games used the theoretical contributions of authors such as Rego & Rego (2004), Antunes (1998), Kishimoto (2009), addition to the studies proposed in the National Curriculum Parameters of Mathematics (BRAZIL, 1998). The data collected in the questionnaire revealed that teachers have difficulties when using this methodology in the classroom, as the excess in the number of students in the classroom; some parents believe that the game is a joke, beyond the students' disinterest. We conclude this work that most teachers had the opportunity to deal the initial and continued training with the methodology of games, and even then, teachers use games in the classroom infrequently."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/767"],"dc:language.iso":["pt"],"dc:publisher.department":["Matemática"],"dc:subject":["Ensino e aprendizagem da matemática","Jogos e recreações matemáticas","Teaching and learning mathematics","Mathematics games and recreations"],"dc:title":["Conhecimento do professor de matemática acerca de jogos: o caso da Escola Carlos Luiz de Araújo."],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:03Z"}