Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
ALMEIDA, Magda Beatriz de Lima
 |
| Orientador(a): |
ESPÍNDOLA, Elisângela Bastos de Melo |
| Banca de defesa: |
LIMA, Anna Paula de Avelar Brito,
RUFINO, Maria Aparecida da Silva |
| 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: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9748
|
Resumo: |
This work aims to analyze the didactic decisions of a teacher in the planning and use of the digital password game (Real Code Breaker) for teaching Combinatorial Analysis in a 2nd year high school class. For this, we take as reference the Model of the Teacher’s Decisional Factors, developed in French Mathematics Didactics. This model addresses three types of factors that influence teaching decisions: epistemic factors, didactic history factors, and external factors. The research is organized in two stages. In the first stage, we present the procedures carried out about the mapping and analysis of types of digital password games, available in the Google online store for devices with Android system (Google Play Store) aiming at the possible didactic explorations of each one of them for the teaching of Combinatorial Analysis, with the intention of choosing the most suitable game to be used during the second stage of the research. We analyzed these resources considering two questions: How do digital password games resemble or differ from the traditional password game? What are the possibilities of using the types of digital password game for teaching combinatorial analysis? The principles of the Reflexive Investigation Methodology guided the second stage, namely: I. Monitoring the teacher’s work for a significant period; II. Monitoring inside and outside the classroom; III. Reflective monitoring of the documentation work, by the teacher; IV. Broad collection of the resources used and produced, throughout the monitoring; V. Permanent confrontation of the teacher’s opinions about his documentation work. Among the research results, we selected the game “Real Code Breaker”, due to the Portuguese language, dynamic game layout in a way that allows the player to understand the rules, in addition, the game has four levels of difficulties, having the multiplayer mode, that is, being possible for the player to play with some opponent online. Regarding didactic decisions, we identified at the noospheric level, external factors revealing restrictions on the use of digital games, for example, due to the lack of use of smartphones in the classroom, due to the socioeconomic conditions of the school audience. We highlight, in the factors of didactic history, the difficulty of students in solving problems of Combinatorial Analysis; in the epistemic factors, the correlation that the teacher established between her knowledge about the contents of Combinatorial Analysis (Simple Arrangement and Simple Combination) and the exploration of these from the use of the game in the classroom. |
