Mágicas para o ensino de aritmética: uma análise sob a ótica da teoria sócio-histórica de Vygotsky e da BNCC

• Ano de defesa: 2021
• Autor(a) principal: Cetra, Janete Castaldi Ortiz
• Orientador(a): Pires, Rogério Fernando
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Exatas - PPGECE
• Palavras-chave em Português: BNCC; Lúdico; Aprendizagem; Mágicas Matemáticas; Playful; Learning; Mathematics Magical
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/14255

Difficulties in learning mathematical content and the lack of motivation on the part of students leads that most of them do not acquire elementary skills for school stages. When presenting or elaborating a magic, the student gets involved with the activity and interacts with colleagues. Once this experience may become interesting and pleasurable, it may facilitate the learning of the contents covered. Therefore, it is necessary to use alternative strategies that raise the desire of learning mathematics. This work aims to present mathematical magics as a didactic alternative for learning the subject in question. In this qualitative research of a bibliographic nature, 20 magics from the book Magics, Mathematics and other mysteries were analyzed and related to the mathematical content covered in the Elementary - Final Years - and in High School. In addition, the analysis also included the skills recommended by the BNCC and contributions from of the playful formats defended by Vygotsky. It was identified 21 contents of Mathematics in Basic Education and 19 skills present in BNCC, which enables the use of this research as a support material in this phase of teaching. Thus, this study points out an alternative method for mathematics classes in order to develop the skills proposed by BNCC.