Jogo como recurso didático no ensino da matemática
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| Hlavní autor: | |
|---|---|
| Datum vydání: | 2016 |
| Médium: | Master thesis |
| Jazyk: | por |
| Zdroj: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2362 |
Shrnutí: | The appropriation of mathematical knowledge meanings along school life is the subject of numerous discussions among educators, including those that deal with the need of developing proposals which foster student learning and development. In this view, this research, developed within the line of Education and Language Processes, brings as its main theme the games involving problem solving on the specific content of financial mathematics. The issue guiding the study was translated into the following question: to what extent do games contribute to the implementation or expansion of school mathematical knowledge? Its main goal was to investigate how game development can contribute to learning, with regard to education or extension of mathematical concepts. The games were developed with Junior High 8th grade students of a municipal school in Piratuba/SC, and were recorded by filming and photographing. In the foundations of the research process, the main authors related to games (Piaget, Wallon, Lara, Borin) were taken into account as well as the historical-cultural theory (Vygotsky, Palangana, Moura). The analysis was presented in episodes, compounded according to each game being developed, in a microgenetic approach focusing on events promoted through social interactions that were being constituted during the games. It was found that the use of games on problem scenarios, used intentionally and consciously by the teacher in the classroom, promotes moments of social interaction with exchanges of ideas, cooperation, thought organization and preparation of action plans among the participants, which all provide the students both the application and extension of mathematical knowledge. |
| _version_ | 1871607649550729216 |
|---|---|
| author | Schmidt, Rosmari Bortolini |
| author_browse | Schmidt, Rosmari Bortolini |
| author_facet | Schmidt, Rosmari Bortolini |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Schmidt, Rosmari Bortolini |
| dc.contributor.none.fl_str_mv | Grando, Neiva Ignês |
| dc.date.none.fl_str_mv | 2016-03-23 2025-05-07T14:11:16Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | SCHMIDT, Rosmari Bortolini. Game as didactic resource in teaching mathematics. 2016. 91 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2016. https://repositorio.upf.br/handle/123456789/2362 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Educação BR UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Matemática - Educação Prática de ensino Jogos em educação matemática Matemática (Ensino fundamental) Mathematics - Education Teaching practice Mathematics education games Mathematics (Elementary) CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Jogo como recurso didático no ensino da matemática Game as didactic resource in teaching mathematics |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The appropriation of mathematical knowledge meanings along school life is the subject of numerous discussions among educators, including those that deal with the need of developing proposals which foster student learning and development. In this view, this research, developed within the line of Education and Language Processes, brings as its main theme the games involving problem solving on the specific content of financial mathematics. The issue guiding the study was translated into the following question: to what extent do games contribute to the implementation or expansion of school mathematical knowledge? Its main goal was to investigate how game development can contribute to learning, with regard to education or extension of mathematical concepts. The games were developed with Junior High 8th grade students of a municipal school in Piratuba/SC, and were recorded by filming and photographing. In the foundations of the research process, the main authors related to games (Piaget, Wallon, Lara, Borin) were taken into account as well as the historical-cultural theory (Vygotsky, Palangana, Moura). The analysis was presented in episodes, compounded according to each game being developed, in a microgenetic approach focusing on events promoted through social interactions that were being constituted during the games. It was found that the use of games on problem scenarios, used intentionally and consciously by the teacher in the classroom, promotes moments of social interaction with exchanges of ideas, cooperation, thought organization and preparation of action plans among the participants, which all provide the students both the application and extension of mathematical knowledge. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_f79ffef4e25dee186fedafc8544caad7 |
| identifier_str_mv | SCHMIDT, Rosmari Bortolini. Game as didactic resource in teaching mathematics. 2016. 91 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2016. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2362 |
| publishDate | 2016 |
| publishDateSort | 2016 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Educação BR UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Jogo como recurso didático no ensino da matemáticaGame as didactic resource in teaching mathematicsMatemática - EducaçãoPrática de ensinoJogos em educação matemáticaMatemática (Ensino fundamental)Mathematics - EducationTeaching practiceMathematics education gamesMathematics (Elementary)CNPQ::CIENCIAS HUMANAS::EDUCACAOThe appropriation of mathematical knowledge meanings along school life is the subject of numerous discussions among educators, including those that deal with the need of developing proposals which foster student learning and development. In this view, this research, developed within the line of Education and Language Processes, brings as its main theme the games involving problem solving on the specific content of financial mathematics. The issue guiding the study was translated into the following question: to what extent do games contribute to the implementation or expansion of school mathematical knowledge? Its main goal was to investigate how game development can contribute to learning, with regard to education or extension of mathematical concepts. The games were developed with Junior High 8th grade students of a municipal school in Piratuba/SC, and were recorded by filming and photographing. In the foundations of the research process, the main authors related to games (Piaget, Wallon, Lara, Borin) were taken into account as well as the historical-cultural theory (Vygotsky, Palangana, Moura). The analysis was presented in episodes, compounded according to each game being developed, in a microgenetic approach focusing on events promoted through social interactions that were being constituted during the games. It was found that the use of games on problem scenarios, used intentionally and consciously by the teacher in the classroom, promotes moments of social interaction with exchanges of ideas, cooperation, thought organization and preparation of action plans among the participants, which all provide the students both the application and extension of mathematical knowledge.A apropriação dos significados do conhecimento matemático ao longo da vida escolar é tema de inúmeras discussões entre os educadores, entre elas as que versam sobre a necessidade de desenvolver propostas que propiciem a aprendizagem e o desenvolvimento do aluno. Nessa visão, esta pesquisa, desenvolvida no âmbito da linha de pesquisa Processos Educativos e Linguagem, traz como tema os jogos envolvendo resolução de problemas, com o conteúdo específico de matemática financeira. O problema que norteou o estudo foi traduzido no seguinte questionamento: em que medida o jogo contribui para a aplicação ou a ampliação de conhecimentos matemáticos escolares? O seu objetivo principal foi o de investigar como o desenvolvimento de jogos pode contribuir para a aprendizagem, no que se refere à formação ou ampliação de conceitos matemáticos. Os jogos foram desenvolvidos junto a alunos de 8ª série do Ensino Fundamental II de uma escola de rede municipal de ensino de Piratuba/SC, os quais foram registrados mediante filmagens e fotografias. Nos fundamentos do processo de pesquisa foram considerados principalmente autores relacionados a jogos (Piaget, Wallon, Lara, Borin) e à teoria histórico-cultural (Vigotski, Palangana, Moura). A análise foi apresentada na forma de episódios, compostos de acordo com cada jogo desenvolvido, numa abordagem microgenética, com o foco nos acontecimentos promovidos nas interações sociais que foram se constituindo durante os jogos. Constatou-se que o uso de jogos com situações-problema, quando utilizado de forma intencional e consciente por parte do professor em sala de aula, promove entre os sujeitos momentos de interação social com trocas de ideias, cooperação, organização do pensamento e elaboração de planos de ação que possibilitam ao aluno tanto a aplicação como a ampliação de conhecimentos matemáticos.Universidade de Passo FundoEducaçãoBRUPFPrograma de Pós-Graduação em EducaçãoGrando, Neiva IgnêsSchmidt, Rosmari Bortolini2025-05-07T14:11:16Z2016-03-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfSCHMIDT, Rosmari Bortolini. Game as didactic resource in teaching mathematics. 2016. 91 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, 2016.https://repositorio.upf.br/handle/123456789/2362porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:09:49Zoai:repositorio.upf.br:123456789/2362Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:09:49Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Jogo como recurso didático no ensino da matemática Schmidt, Rosmari Bortolini Matemática - Educação Prática de ensino Jogos em educação matemática Matemática (Ensino fundamental) Mathematics - Education Teaching practice Mathematics education games Mathematics (Elementary) CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Jogo como recurso didático no ensino da matemática |
| title_full | Jogo como recurso didático no ensino da matemática |
| title_fullStr | Jogo como recurso didático no ensino da matemática |
| title_full_unstemmed | Jogo como recurso didático no ensino da matemática |
| title_short | Jogo como recurso didático no ensino da matemática |
| title_sort | Jogo como recurso didático no ensino da matemática |
| topic | Matemática - Educação Prática de ensino Jogos em educação matemática Matemática (Ensino fundamental) Mathematics - Education Teaching practice Mathematics education games Mathematics (Elementary) CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2362 |