O jogo no processo de ensino-aprendizagem da matemática: um estudo das estratégias metodológicas em ludicidade no Projeto Travessia

Abstract

This work aims to analyze the use of games as a methodological strategy in teaching mathematics within the Crossing Project. In a way, this issue is closely linked to the exercise of teaching math through the game, from the search for a definition of play and understanding of their possibilities of action until a conscious and responsible practice, analyzing, as a whole, aspects involve the possible inclusion of games in the context of mathematics lessons, while methodological support. I'll be quite comfortable to conduct a search on the subject in focus, the strong desire to offer educators a collaboration on the methodological possibilities of the game in the teaching-learning process of mathematics. As a result, it was noticed that the Crossing Project has proven to be a program that helps to accelerate the acquisition of knowledge, the inclusion of individuals in the community aware and responsible way that is, in the formation of the person as an individual, as well as the insertion of the fun games in math classes the Crossing Project, as recovery of the teaching-learning process. Was identified that games are an important tool in the pedagogical practice of Crossing Project. An analysis was also that the game appears as another methodological possibility in the teaching-learning process of mathematics, and building games, a good resource for the work of mathematical understanding and to strengthen the interaction. No pretense to defend the game as the best teaching strategy or the most efficient exists, but believes in the educational value as possible to be exploited in any situation or educational context.

Date of Award	2014
Original language	Portuguese
Supervisor	OSCAR CONCEIÇÃO DE SOUSA (Supervisor)