Torre de hanoi: uma proposta pedagógica para aprendizagem matemática e aquisição do conhecimento científico no ensino superior

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Silva, Pétrick Oliveira da
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal Rural do Semi-Árido
Brasil
Centro de Ciências Exatas e Naturais - CCEN
UFERSA
Programa de Pós-Graduação em Matemática
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufersa.edu.br/handle/prefix/5197
Resumo: Aiming to expand the knowledge about procedures that involve scientific knowledge acquisition and the process of teaching/learning, this study aims to investigate the game Tower of Hanoi as a way of studying Mathematics in the classroom. The purpose of this implementation is to show how the game may be used to proportionate better learning through an active and ludic way. Besides, the research aims to demonstrate what the role of teachers is during the process of using such a tool. To do so, field research was conducted in Higher Education because there are not many studies about it and because this study may contribute to the area. A workshop was applied to undergraduate students that major in Mathematics in a local college called Faculdade de Filosofia Dom Aureliano Matos (FAFIDAM/UECE). This bibliographic research is based on Kiya (2014) about ludic aspects as a pedagogical tool, as well as on theoretical studies from Grando (2000) about the usage of games in classrooms among others. Results suggest that the usage of mathematics games like Tower of Hanoi may significantly contribute as a teaching/learning method that enables integrated and active participation between teachers and students, thus facilitating the assimilation of theories and contents. Therefore, the study contributes to scientific knowledge acquisition