The process of teaching and learning of the perimeter concept through the Tangram game under the Significant Learning theory: a study with 6th grade students

• Autor(a) principal: Pachêco, Franklin Fernando Ferreira
• Data de Publicação: 2017
• Outros Autores: Pachêco, Gisele Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/42
• topic: Perimeter concept; Game Tangram; Theory of Significant Learning; Aprendizagem significativa; tangran; jogos

This work aims to promote the meaningful learning of students from the 6th year of elementary school regarding the concept of perimeter education. Our theoretical contribution is based on the theory of meaningful learning proposed by David Ausubel, in which it aims to help the teacher to make his classes more attractive, that is, less mechanical. In addition, it serves as a contribution for teachers to organize their classes and identify students' previous knowledge by perceiving the existing knowledge gaps that students have, through content. We approach a qualitative methodology with an exploratory character. Thirty-two students from the 6th grade of elementary school attended a public school located in the municipality of São Vicente Férrer/PE. In this work, we use a workshop called: the tangram: learning perimeter through a mathematical game. This experience was mediated through two moments. The first is theoretically based on the explanation of the perimeter concept. In the second moment, we stop in the explanation of the rules of the game tangram (Traditional Chinese Model), performing in this stage an exercise contemplating six questions. According to the classroom discussions with the students regarding the concept of perimeter we noticed that there were signs of significant learning. At first, only four students from a class of 32 students had prior knowledge of the perimeter concept. In this way, we work the workshop to provide a meaningful learning in the concept of perimeter which in turn means the sum of the contours of the figures. Before our analysis, we can verify that there were advances of knowledge in the 4 students who had previous knowledge regarding the concept of perimeter. And, those who did not present definitions of the content also evolved with regard to the study of the concept of the perimeter. We emphasize that the game tangram was used as a potentially significant material in the teaching and learning process as a means to facilitate students' understanding and perception of new mathematical knowledge. Therefore, we emphasize that the significant learning occurred with regard to the study of the perimeter concept.