O uso do tangram na EJA

• Autor(a) principal: Silva Júnior, Evanduir Pereira da
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/4735
• topic: Educação de Jovens e Adultos - EJA; Recursos didáticos; Tangram; Jogos matemáticos; Math games; Didactic resources; ALGEBRA::GEOMETRIA ALGEBRICA

Mathematical games, when used as a didactic resource and in a planned way, provide new perspectives for continuing studies in all teaching modalities, including youth and adult education. This dissertation aims to propose teaching strategies that collaborate with the learning (in a playful and manipulable way) of Mathematics knowledge objects with the resource of the Tangram game, presenting the Tangram as a resource of easy handling and accessibility with relevance in a didactic sequence that enable significant contribution in algebra and geometry as in the study of area, perimeter, fraction (ratio), percentage, decimal number among others. This work was developed through constructivist methodologies and meaningful learning in order to make the student build his own knowledge and associating new discoveries with previous knowledge. Initially, the skill of motor coordination was worked on cutting an A4 sheet in the construction of polygons (triangles, squares and square) until reaching the seven pieces that make up the Tangram. With the pieces of the Tangram, it was proposed the construction of several figures and objects that make up the educational product of this work, such as (numbers, upper and lower case letters of our alphabet, triangles and squares with 2, 3, 4, 5 and 7 pieces). The Middle School Youth and Adult Education Nucleus – NEJAEM/UFPB, located in João Pessoa – PB, has been operating for over 30 years and has been providing opportunities for various male and female students to conclude their studies in the form of EJA high school with classes in the afternoon and night shift. Cycle 6A, in which this work was developed, has exactly 29 students enrolled, however only 12 students participated in the activities developed. The results indicated that the proposed approach contributed to improving mathematical learning.