Plano cartesiano: aprendendo conceitos de forma lúdica através do uso de software com características do jogo de "batalha naval"

• Autor(a) principal: Moraes, Jefferson Paes de
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFAM
• Texto Completo: http://riu.ufam.edu.br/handle/prefix/6648
• topic: Plano cartesiano; Batalha Naval; Ensino-aprendizagem; CIÊNCIAS EXATAS E DA TERRA; Matemática (Ensino fundamental) - Estudo e ensino; Jogos no ensino de matemática; Ensino auxiliado por computador

The Cartesian plane is a mathematical tool widely used in various everyday situations, one of its main characteristics is to locate elements/objects in a given space. Its application is very wide and due to this versatility, the use of this resource is also indispensable in several areas of knowledge such as: Engineering, design and economics, for example. Based on these aspects, the present work addresses the realization of a didactic activity in which theory and practice are related in the teaching and learning process, with the development of a theoretical class, complemented with the use of an educational software with characteristics of the "Naval Battle" game. With this approach, we introduce it through the game of basic concepts existing in a Cartesian plane, such as: location of coordinates, definition of quadrants, axis of abscissas, axis of ordinates, point of origin, distance between two points, etc. This activity was carried out with the participation of 74 students from three 9th grade classes, from the State School Maria Almeida do Nascimento, in the municipality of Coari-Amazonas, and was implemented during the Mathematics classes. To verify the data, two questionnaires with similar questions were elaborated: the first, a Survey Test, applied before carrying out the activities and with the aim of verifying the students' knowledge of the given subject; the second, a questionnaire for Learning Analysis, applied at the end of the activities, with the purpose of making a comparison with the first and verifying the performance of two students in solving each question. The activity showed excellent results, the percentage yield of the Survey Test was 18.28%, while the Learning Analysis questionnaire showed a percentage yield of 64.47%, indicating a variation in percentage points of +46.19% between both. Thus, it was concluded that the methodology used was efficient in teaching the theme, demonstrating that the use of playfulness becomes essential, as it provides a more attractive teaching and learning environment and more effective student participation.