O USO DE JOGOS COMO ESTRATÉGIA DE ENSINO E APRENDIZAGEM DA MATEMÁTICA NO 1º ANO DO ENSINO MÉDIO

• Ano de defesa: 2011
• Autor(a) principal: Strapason, Lísie Pippi Reis
• Orientador(a): Bisognin, Eleni
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Profissionalizante em Ensino de Física e Matemática
• Departamento: Ensino de Matemática
• País: BR
• Palavras-chave em Português: Jogos Pedagógicos; Função Polinomial de 1º Grau; Função Polinomial de 2º Grau; Ensino e Aprendizagem de Matemática; Ensino Médio
• Palavras-chave em Inglês: Educational Games; Polynomial Functions of the 1st Degree; Polynomial Functions of the 2nd Degree; Teaching and Learning of Mathematics; High School
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/121; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/378

This study aimed to find out whether the use of games as a teaching strategy to facilitate students learning concerning to the function concept and polynomial functions of the 1st and 2nd degrees. This research was accomplished with students in a class of 1 st year hight school that were applied in four games as a teaching and learning strategy. In the first game, was scheduled activities for the student to recognize the different representations of functions such as: writing; the numeric form, expressed through tables; visual, expressed by means of graphs; algebraic, represented by formulas; and using these differents representations to clarify the concept of function. In the second game, were developed different problem situations on polynomial function of the 1st degree. In the third game, was scheduled activities on the polynomial function of the 2nd degree and in the fourth game, were presented problem situations involving polynomial function of the 2nd degree in order to explore its properties. The research foccus is qualitative and the data analysis and interpretation of results were based on the theoretical and research objectives. The modality used for the research was the field search because data collection was carried out by the teacher and researcher through observations of students strategy during the games, noted in her field diary, and reports and work performed by them. From the results obtained we can concluded that the game was a good teaching strategy and facilitated the undestanding of the content worked.