Contribuições de jogos como um recurso didático nas aulas de matemática financeira

• Ano de defesa: 2010
• Autor(a) principal: Rade, Arlei Vaz
• Orientador(a): Borges, Regina Maria Rabello
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; EDUCAÇÃO - MATEMÁTICA; JOGOS EDUCATIVOS; MATEMÁTICA FINANCEIRA
• Link de acesso: http://hdl.handle.net/10923/3083

This research investigated how learning process occurs using games as a supporting in classes of financial mathematics in high school. These games were "Race Mathematics", "Game of the Bus" and "Mastermate”, created and developed by Professor author of this dissertation. For a theoretical support this research was based on ideas about games and knowledge of Jean Piaget, Lev Vygotsky, John Huizinga, among others. The research was developed in a qualitative way this we do not generalize. The results we worked with students of the 3rd year at a public High School in Gravataí, Rio Grande do Sul, Brazil. All data were collected through records of lessons, quizzes, photos and audio recordings and they were analyzed by Content Analysis, methodology proposed by (Moraes,1999). The data were grouped in three categories previously established, bounded from the research objectives: positive aspects of the activities with games on financial mathematics, difficulties encountered during classes with the performance of games, suggestions from students about the development activities. The research concluded that games can contribute as a powerful resource in math classes. The students highlighted the positive aspects, because the play felt a duty to try to resolve the issues, which encouraged the study. The majority of the students said it had found no difficulties in the study of financial mathematics based on games. They suggested the use of the game in the classroom to introduce, to develop or to deepen content worked in face-to-face, according on teacher planning.