Estilos de Aprendizagem e Jogos no Ensino da Matemática

• Ano de defesa: 2021
• Autor(a) principal: Alves, Fabiana de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Matemática (Mestrado Profissional)
• Palavras-chave em Português: Matemática; Mathematics; Estilos de Aprendizagem; Learning Styles; Jogos; Games; CNPQ::CIENCIAS EXATAS E DA TERRA; Jogos (Matemática); Matemática (Ensino fundamental) - Estudo e ensino; Aprendizagem - Metodologia
• Link de acesso: https://repositorio.ufu.br/handle/123456789/33937; http://doi.org/10.14393/ufu.di.2021.698

This work presents as central theme Learning Styles and games aimed at teaching Mathema- tics. Our goal is to understand how students learn, how they act in certain situations, making connections between information, making sense of it, and transforming it into knowledge. Honey and Mumford propose four learning styles: active, reflective, theoretical, and prag- matic, which are characterized and improved during the research. A questionnaire, the “Cuesti- onario Honey-Alonso de Estilos de Aprendizaje (CHAEA)” is also presented so that participants can at the end find out what their predominant learning style is. Allied to these studies, we consider the “Missão Matemágica”, a digital game directed to 5th, 6th and 7th grade students of Elementary II, structured according to theoretical foundations of Learning Styles, digital game design and Mathematics. This game was applied to 7th grade classes in a hybrid teaching model, since this work was developed during the Covid-19 pandemic. We also listed several ways to improve personal learning styles and some aspects that block learning. Among the improvements, we cited some specific games/activities aimed at each style, in physical format and also online, taking advantage of the moment of remote activities we were experiencing during the pandemic. Some games/activities were applied in the classroom and descriptive reports of how students act playing the games, strategies taken to face challenges, and their characteristics were recorded. A website was developed for this work, which features an online version of the CHAEA, an online version of the Missão Matemágica’s questionnaire to determine learning style of children, and an online memory game based on geometric concepts. The questionnaires and the memory game were written in HTML, CSS and JavaScript.