Jogos digitais e probabilidades: uma possibilidade de ensino interdisciplinar

• Ano de defesa: 2018
• Autor(a) principal: Nascimento, Josevandro Barros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Informática; Programa de Pós-Graduação em Modelagem Matemática e computacional; UFPB
• Palavras-chave em Português: Educação Matemática; Jogos; Conceitos probabilísticos e modelagem matemática; Mathematical Education; Games. Probabilistic concepts and mathematical modeling; Tecnologia - Educação; Jogos Digitais; Ensino Interdisciplinar; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/15216

The present master’s research is based on research in Mathematics Education and Mathematical Science and Modeling. It has as general objective to develop digital pedagogical games for the teaching of probability in an interdisciplinary perspective with students of Elementary School. As speci?c objectives it seeks to analyze the indications of research in the area of Education / Mathematics Education / Science Teaching regarding the teaching of probability for the development of digital pedagogical games, in addition, to observe if there is motivation of the students of the 6th year of Elementary Education in the process of teaching and learning of probability in front of the digital pedagogical games Probabilistic Roulette and Meteorites. To achieve these objectives, the methodology present in this study has a qualitative perspective and was organized in two moments: (1) the elaboration of two digital pedagogical games and (2) a survey that consisted in the application of the developed games probabilistic roulette and meteorites - in a class of the 6th grade of Elementary School. At the end of the research it was possible to perceive that the remarkable contribution with the formation of probabilistic thinking of Elementary School students. In addition, it can be thought of as an inclusive pedagogical resource, since students with different levels of mathematical knowledge can develop it.