Educação matemática: a contribuição dos jogos matemáticos na prática do ensino e da aprendizagem da matemática no ensino médio

Abstract

This paper deals with the topic Mathematics Education, whose research is related to the founding contribution of mathematical games in the practice of teaching and learning of mathematics in high school, and as a field of study Technical Course Integrated Electrical IFS - Campus Aracaju. In this context, we worked systematically, a math game in one of the classes of the 3rd year, where the concepts were studied: general equation of the line and points belonging to a line. The math game developed during the teaching intervention, as part of an action research, also considered a quasi-experimental research, was based on the conventional domino. From it we construct the game pieces (tray, bag, chips, tables, cards, boxes), materials needed for the implementation of the game, beyond the rules. The game was built called 'Straight Dominoes'. The theoretical support was constructed as necessary, taking into account the contribution of theoretical research that had already developed in this area, with educational games, in addition to its importance in various aspects in the educational context. The aim of this study was to investigate the extent to which mathematical games interfere with the practice of teaching and learning mathematics in the 3rd year of high school Integrated Course Electrotechnics. The sample consisted of 40 subjects: 20 students who participated in the Experimental Group (EG) cited the course, 8 students of Electronics and Integrated Course 12 Course of Construction, forming the control group. The approach used was the diagnostic evaluation - pre-test - applied to both groups, then the educational intervention implemented by the GE and at the same time, the observation made by 3 teachers invited the IFS, on record in the logbook. Later, there was the second diagnostic evaluation - posttest - applied to two groups, ending with the questionnaire with the GE. The collected data were analyzed and discussed, allowing for final considerations that point to the possibilities of teaching mathematical games. The survey showed better performance at posttest percentage of GE, showing also the diagnosis, based on questionnaire responses from students, satisfaction as significant to the development of mathematics teaching element using the game.

Date of Award	2012
Original language	Portuguese
Supervisor	Ada Augusta Celestino Bezerra (Supervisor) & OSCAR CONCEIÇÃO DE SOUSA (Supervisor)