Construção do conhecimento Matemático a partir da produção de jogos digitais em um ambiente construcionista de aprendizagem: desafios e possibilidades

• Autor(a) principal: Azevedo, Greiton Toledo de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7415
• topic: Conhecimento matemático; Construção de jogos digitais; Ambiente construcionista de aprendizagem; Educação básica; Mathematical knowledge; Construction of digital games; Constructivist learning environment; Basic education; CIENCIAS EXATAS E DA TERRA::MATEMATICA

This work has as main objective to understand the process of the construction of mathematical knowledge from the preparation and development of digital games (games) by students of Elementary School, in their intrinsic relation with the didactic pedagogical practices of Basic Education. The possibility of this construction of knowledge is defended without leaving aside the challenges that are limited in the temporality of the events of the school scene. For this purpose, a mathematics project was developed within a public school, located in a city in the metropolitan region of Goiânia, which is a fertile field of research, entitled Mattics, in the school counterpart, with the proposal to produce digital games, while mobilizing the construction of mathematical knowledge of the 16 participants of the research. The actions developed, based on the qualitative assumption, were based on the use of the Scratch programming language, which was developed at the Massachusetts Institute of Technology, articulated with exploratory-investigative activities of mathematics. From the interrelationship of the empirical materials produced in the project, a path was coursed that sought theoretical support both in aspects of the production of digital games and in the construction of mathematical knowledge by the students in a constructionist environment. According to the data collected and analyzed, we found out that the results achieved, in this research, give us indications to understand the process of building knowledge from the production of games as a dynamic movement, which conjugates ideas / mathematical meanings and which is not necessarily part of formal concepts throughout the process of a non-linear production. The construction is based on the active participation of the student in the environment. A production that is not absent from external factors and influences how the students think/ argue when producing their game when interacting with their local environment.