Jogos de cartas e resolução de problemas: uma proposta pedagógica com o 1º ano do ensino fundamental

• Ano de defesa: 2021
• Autor(a) principal: Carla Mariana Rocha Brittes da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Educação matemática; Anos iniciais do ensino fundamental; Habilidades matemáticas; Números e operações; Jogos de cartas; Resolução de problemas; Educação; Matemática (Ensino fundamental) - Estudo e ensino; Matemática ( Ensino fundamental) - Métodos de ensino; Jogos em educação matemática; Jogos educativos; Matemática - Aprendizagem baseada em problemas; Crianças - Capacidade matemática; Números naturais - Estudo e ensino (Ensino fundamental)
• Link de acesso: http://hdl.handle.net/1843/36328; https://orcid.org/0000-0003-2070-8156

It is a research, which took place in the second semester/2019 in a private school in Belo Horizonte, with students of the first year of Elementary School, with the aim of investigating which of the mathematical abilities, from the thematic unit Numbers, can be developed in the First Year of Elementary School through pedagogical proposals with card games from the perspective of problem solving. To achieve its goal a research using the qualitative approach (Biklen and Bogdan, 1994) was developed, using data collection as filming, photographs, audio recordings and a written record. The moments of the games “Familiarization with the game and first moves”, “Oral intervention during the moves made by the researcher”, “Game record” and “Playing with competence”, which were inspired in Grando (2004), operated as pillars of analysis that supported the investigation of the mathematical skills which were developed, some of them being: mental calculation, problem solving, development of the concept of number, understanding of the notions present in the addition (match, add, group) and subtraction (compare, complete, subtract). It is concluded that there is evidence the card games from the perspective of problem solving benefit the development of mathematical skills. As an educational resource for the Professional Master, an e-book was developed in which it is presented a theoretical part about games and problem solving, the rules of the card games that were part of the research, as well as possibilities for interventions, from the perspective of problem solving, in order to instruct teachers to perform before, during and after the game moments.