Diversificação de tarefas como proposta metodológica no ensino dos números inteiros

• Ano de defesa: 2016
• Autor(a) principal: Danczuk, Fabulo Eugenio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Pato Branco; Brasil; Mestrado Profissional em Matemática em Rede Nacional; UTFPR
• Palavras-chave em Português: Matemática - Estudo e ensino; Prática de ensino; Teoria dos números; Jogos no ensino de matemática; Jogos educativos; Mathematics - Study and teaching; Student teaching; Number theory; Games in mathematics education; Educational games; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/1854

This piece of work has as its main goal to present a Methodological Proposal based on the theory of Ponte (2005, 2006, and 2014) about Diversification of Tasks, in order that this put the students in Activity and make the process of learning possible and meaningful of the formal concepts of Integer, on the historical concept and the four operations. In order to accomplish our Proposal, we sought references on the researches that deal with Records of Semiotic Representations, of Duval (1993, 2003) and on the theories about Games in Math. This way, our Proposal was planned and built based on the movement of action-reflection-action, being applied in a regular classroom of the 7th year (6th grade) of the Middle School, in which the researcher is the Math teacher. This research-action is mostly qualitative, seeking to evaluate if the changes accomplished on the methodology will cause positive impact on the teacher’s role. Later on, based on the collected data through the applied Tasks, according to the theory of Bardin (1977), about Content Analysis. The results point to a real need of the diversification of Tasks on the methodological planning of any teacher that seeks the appropriation of knowledge for their students.