Implicações pedagógicas do lúdico para o ensino e aprendizagem da álgebra

• Ano de defesa: 2011
• Autor(a) principal: Vieira, Lygianne Batista
• Orientador(a): Soares, Marlón Herbert Flora Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Instituto de Matemática e Estatística - IME (RG)
• País: Brasil
• Palavras-chave em Português: Educação lúdica; Ensino da álgebra; Atividade algébrica; Ensino médio
• Palavras-chave em Inglês: Education playful; Teaching algebra; Algebraic activity; High school
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/3073

The present work had the purpose of studying the pedagogical implications of playful activities for education and learning algebra in high schools. We used as a methodology way the didactic experiment; it is an investigation method that studies the process of teaching and learning from students in an ordinary classroom (CEDRO; MOURA, 2010). As main resource about playful education we considered the ideas of Brougère (1997), Caillois (1997; 1990), Campagne (1989) and Soares (2008). For the definition of algebraic/ mathematical activity we used Fischbein (1987), Mendes (2006), Muniz (2009) and Vergnaud (1998). We started with the studies of Fiorentini, Miguel and Miorim (1993), Kieran (2004; 2006), Kaput (1999) and Sousa (2004) for talking and argument about algebra teaching. The didactic experiment was carried through an 11th grade class from a public high school, composed by 31 students in the city of Aparecida de Goiânia, Goiás. Two activities were elaborated; a game and a playful-historical activity, both directed to the variable notion. From the analyses of the productions of the research participants, the filming and the researcher`s target log book, we proved that the activities proposals can be helpful for the teaching and learning algebra in high schools. This finding happened by the understanding, during the experiment, of some aspects that characterize the algebraic thought in accordance with our references described above. We also verified in the development of this research, how it is complex working the playful activities in the classroom, because it cannot be considered only the play for the play or the fun for the fun, but play and education in same platform. Thus, a discussion was made, seeking to establish a balance in the conception of what it is an ordinary game, playful activity, algebraic activity and educative game.</dcvalue><dcvalue element="description" qualifier="abstract" language="eng">The present work had the purpose of studying the pedagogical implications of playful activities for education and learning algebra in high schools. We used as a methodology way the didactic experiment; it is an investigation method that studies the process of teaching and learning from students in an ordinary classroom (CEDRO; MOURA, 2010). As main resource about playful education we considered the ideas of Brougère (1997), Caillois (1997; 1990), Campagne (1989) and Soares (2008). For the definition of algebraic/ mathematical activity we used Fischbein (1987), Mendes (2006), Muniz (2009) and Vergnaud (1998). We started with the studies of Fiorentini, Miguel and Miorim (1993), Kieran (2004; 2006), Kaput (1999) and Sousa (2004) for talking and argument about algebra teaching. The didactic experiment was carried through an 11th grade class from a public high school, composed by 31 students in the city of Aparecida de Goiânia, Goiás. Two activities were elaborated; a game and a playful-historical activity, both directed to the variable notion. From the analyses of the productions of the research participants, the filming and the researcher`s target log book, we proved that the activities proposals can be helpful for the teaching and learning algebra in high schools. This finding happened by the understanding, during the experiment, of some aspects that characterize the algebraic thought in accordance with our references described above. We also verified in the development of this research, how it is complex working the playful activities in the classroom, because it cannot be considered only the play for the play or the fun for the fun, but play and education in same platform. Thus, a discussion was made, seeking to establish a balance in the conception of what it is an ordinary game, playful activity, algebraic activity and educative game.