Division operation: intervention possibilities with games

Detalhes bibliográficos
Autor(a) principal: Bessa, Sônia
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/5069
Resumo: The research aimed to investigate the level of understanding of division by the students of 4th year of elementary school; performing intervention with sets of game rules and specific challenges for the development of the division operation. We have made a pedagogical intervention with 13 students which used the clinical method and was effective in building the arithmetic division operation by students who did not have it, because the students showed significant progress in arithmetic notions. The use of games and challenges showed that they can meet cognitive and affective needs of the students.
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spelling Division operation: intervention possibilities with gamesOperación de división: posibilidades de intervención con juegosOpération de division: possibilités d'intervention avec des jeuxOperação de divisão: possibilidades de intervenção com jogosIntervenção pedagógicaDivisãoJogosIntervención pedagógicaDivisiónJuegosEducational interventionDivisionGamesThe research aimed to investigate the level of understanding of division by the students of 4th year of elementary school; performing intervention with sets of game rules and specific challenges for the development of the division operation. We have made a pedagogical intervention with 13 students which used the clinical method and was effective in building the arithmetic division operation by students who did not have it, because the students showed significant progress in arithmetic notions. The use of games and challenges showed that they can meet cognitive and affective needs of the students.La pesquisa objetivó investigar el nivel de comprensión de la división por parte de los alumnos del 4º grado de la Enseñanza Primaria; y realizar una intervención con juegos de reglas y desafíos específicos para desarrollar la operación de división. La intervención pedagógica realizada con 13 alumnos, utilizó el método clínico y se mostró eficaz en la construcción de la operación de división aritmética que los estudiantes no poseían y cuyos progresos en las nociones aritméticas fueron expresivos. La utilización de juegos y desafíos mostró que pueden atender las necesidades cognitivas y afectivas de los estudiantes.La recherche visait à étudier le niveau de compréhension de la division par les élèves de la 4e année de l'école élémentaire; effectuer une intervention avec les règles et les défis spécifiques des jeux pour le développement de l'opération de division. Nous avons fait une intervention pédagogique avec 13 étudiants. La méthode clinique utilisée a été efficace dans la construction de l'opération de division arithmétique par les étudiants qui ne l'avaient pas, parce que les étudiants ont montré des progrès significatifs dans les notions arithmétiques. L'utilisation des jeux et des défis a montré qu'ils peuvent répondre aux besoins cognitifs et affectifs des élèves.A pesquisa teve como objetivos investigar o nível de compreensão da operação de divisão pelos alunos do 4º ano do ensino fundamental; realizar intervenção com jogos de regras e desafios específicos para o desenvolvimento da operação de divisão. Fizemos uma intervenção pedagógica com 13 alunos que utilizou o método clínico e foi eficaz na construção da operação de divisão aritmética pelos estudantes que não a possuíam, pois os estudantes apresentaram expressivos progressos nas noções aritméticas. A utilização de jogos e desafios mostrou que podem atender necessidades cognitivas e afetivas dos estudantes.Faculdade de Educação - Universidade de Brasília2017-09-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/506910.26512/lc.v23i50.5069Linhas Críticas; Vol. 23 No. 50 (2017); 172-196Linhas Críticas; Vol. 23 Núm. 50 (2017); 172-196Linhas Crí­ticas; v. 23 n. 50 (2017); 172-1961981-04311516-489610.26512/lc.v23i50reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/5069/4595Copyright (c) 2017 Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBessa, Sônia2021-09-21T23:27:48Zoai:ojs.pkp.sfu.ca:article/5069Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2021-09-21T23:27:48Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Division operation: intervention possibilities with games
Operación de división: posibilidades de intervención con juegos
Opération de division: possibilités d'intervention avec des jeux
Operação de divisão: possibilidades de intervenção com jogos
title Division operation: intervention possibilities with games
spellingShingle Division operation: intervention possibilities with games
Bessa, Sônia
Intervenção pedagógica
Divisão
Jogos
Intervención pedagógica
División
Juegos
Educational intervention
Division
Games
title_short Division operation: intervention possibilities with games
title_full Division operation: intervention possibilities with games
title_fullStr Division operation: intervention possibilities with games
title_full_unstemmed Division operation: intervention possibilities with games
title_sort Division operation: intervention possibilities with games
author Bessa, Sônia
author_facet Bessa, Sônia
author_role author
dc.contributor.author.fl_str_mv Bessa, Sônia
dc.subject.por.fl_str_mv Intervenção pedagógica
Divisão
Jogos
Intervención pedagógica
División
Juegos
Educational intervention
Division
Games
topic Intervenção pedagógica
Divisão
Jogos
Intervención pedagógica
División
Juegos
Educational intervention
Division
Games
description The research aimed to investigate the level of understanding of division by the students of 4th year of elementary school; performing intervention with sets of game rules and specific challenges for the development of the division operation. We have made a pedagogical intervention with 13 students which used the clinical method and was effective in building the arithmetic division operation by students who did not have it, because the students showed significant progress in arithmetic notions. The use of games and challenges showed that they can meet cognitive and affective needs of the students.
publishDate 2017
dc.date.none.fl_str_mv 2017-09-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/5069
10.26512/lc.v23i50.5069
url https://periodicos.unb.br/index.php/linhascriticas/article/view/5069
identifier_str_mv 10.26512/lc.v23i50.5069
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/5069/4595
dc.rights.driver.fl_str_mv Copyright (c) 2017 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 23 No. 50 (2017); 172-196
Linhas Críticas; Vol. 23 Núm. 50 (2017); 172-196
Linhas Crí­ticas; v. 23 n. 50 (2017); 172-196
1981-0431
1516-4896
10.26512/lc.v23i50
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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