A introdução de jogos didáticos matemáticos no nono ano do ensino fundamental como resposta às dificuldades de aprendizagem

• Ano de defesa: 2019
• Autor(a) principal: Nunes, Vicente de Paula Soares
• Outros Autores: [e-mail]
• Orientador(a): Porto, Maria Beatriz Dias da Silva Maia
• Banca de defesa: Santos, Maria Cristina Ferreira dos , Porto, Claudio Maia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
• Departamento: Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
• País: Brasil
• Palavras-chave em Português: Matemática; Jogos educativos; Aprendizagem
• Palavras-chave em Inglês: Mathematics; Educational games; Learning
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19739

The purpose of this paper is to investigate whether the inclusion of playful activities, more specifically didactic games, are able to minimize the learning difficulties of certain contents addressed in the Mathematics subject for the ninth grade. Both teaching experience and research in the area reveal that there are several factors that can cause the difficulties mentioned. These factors range from the transition from the first to the second segment of elementary school, where students come into contact with various teachers and the school ceases to be so welcoming, a difficulty that perpetuates for the following grades, until retained traumatic experiences lived in different contexts. To support this research, Ausubel's theoretical assumptions about Vygotsky's Meaningful Learning, about Paulo Freire's Sociointeractionism, about Theme and Generative Word, and Kishimoto's concept of Ludicity were used. The research methodology used was action research, where interviews were conducted and questionnaires were elaborated and applied. These tools allowed us to obtain the most difficult content for students and, from then on, to conduct game-making workshops, involving researchers and students, in co-authorial perspective, so that they could then be used in mathematics classes. The evaluations performed by the students, before and after the application of the games, prove that they had great importance in the meaningful learning of the contents contained in them. Testimonials were also collected from students that corroborate the results of the evaluations and show the recovery of selfesteem, joy and motivation to learn. As educational products resulting from the work done we have a Bingo and a Domino whose theme is: high school equations.