Jogos como uma ferramenta no ensino da trigonometria

• Ano de defesa: 2014
• Autor(a) principal: Bezerra, Verlene Eufrásio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Jogos no ensino de matemática; Prática pedagógica; Raciocínio; Aprendizagem
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/60138

Dealing with mathematics in high school is a task which requires an innovative and creative practice from the teacher, so that he may guarantee a satisfying learning, through logical reasoning and the comprehension of themes studied daily in the classroom, getting these themes closer to the reality in which the student is insert. Due to this, and other reasons, teaching trigonometry through games is a way of breaking the myth elementary school students bring that mathematics in high school is a “terror”, besides learning corresponding to objectives that were proposed to the content, the class becomes more pleasurable and ignites enthusiasm and an approach between students and teachers. According to Klein and Costa (2011) “Studying Trigonometry at schools is a hard theme for most of the students.” Even being present in students’ day by day and also being extremely important to other contents to be understood. Thus, the teacher is in charge of generating conditions so that the student learns in an attitude of relationship and interaction with the teacher as well as his classmates. With games in the classroom the student becomes the main character of this learning process