Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
ANJOS, Aline Rafaela Silva dos
 |
| Orientador(a): |
ARAÚJO, Lúcia de Fátima |
| Banca de defesa: |
SANTOS, Marcelo Câmara dos,
NASCIMENTO, Ross Alves do,
PESSOA, Cristiane Azevêdo dos Santos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8340
|
Resumo: |
This study aimed to compare the process of solving mathematical problems between chess and non - chess players students of Elementary School: Final years under the lens of metacognition. Initially we identified the chess practitioners through their participation in schools tournaments. Thus, our research took place in three schools in the Metropolitan Region of Recife - MRR, two of them being private schools and one from public education, resulting on five chess players students and five non-chess players students. We matched students with the following criteria: Performance in Mathematics, the same class, age and gender. In order to perform the data collection, three previously selected mathematical problems were applied individually, then using the Piagetian clinical method, we asked the students to verbally explain their resolution process, these moments were video recorded and recorded in the field notebook. Next, the video recordings were integrally transcribed. We chose to analyze the problem 1, which, because of an unconventional response, the metacognitive processes were more evidenced. We performed the categorization according to the studies of Araújo (2009) and Lucena (2013). We observed that the processes of resolution and metacognitive strategies adopted were similar for the two groups of students (chess players and non-chess players), but the chess players spent more time searching for a solution to this problem comparing to the non-chess players. We also observed the rules of the didactic contract that emerged in the discourse of the students, more frequently in chess players, influencing the resolution process, even though the students were out of the classroom, in an extra class activity. We believe that chess practice may have influenced this factor, since in tournaments participants are required to respect the rules imposed by the International Chess Federation. |
