O Jogo matemático Trilha com auxílio à aprendizagem
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/444 |
Resumo: | ABSTRACT: This work was developed in half of completion of the course of the 2nd degree in Pedagogy of PARFOR (National Plan for Basic Education Teachers), a program in collaboration between Capes and UFRPE. This study aimed to develop an adapted game to work with fractional numbers entitled "Trail of Fractions," aiming to specifically promote the relationship between recreational activities and the concrete situations of the figures in the lives of students in daily life, and cherish active and constant participation of students. Is based light of authors like D'Ambrosio (2016); Finance, (1997); Kami, (1990) and Vygostsky (1998). Therefore, we have chosen as target a class of 5th grade of elementary school to a public school in the city of Barreiros and based on participatory methodology proposed the collective construction of the game. Then we formed two groups, explained the rules, was played and at the end of the recreational activities we ask that each student write what you have learned the game. The results were satisfactory, since the students showed an interest in learning the content involved acted with greater collaboration and autonomy in the search for solutions to problems and produced texts, which contributed to the literacy of students both in English and in mathematics. We conclude that the intervention carried out by means of this work has permeated the importance of using the game as a teaching and learning resource, it contributes to the construction of mathematical concepts more playful and fun way, giving new meaning to the numerical knowledge of the daily life of children. KEYWORDS: Interdisciplinarity, playfulness, autonomy. |
id |
UNEAL_89ddccda90582d1d5e3dd392106c99fe |
---|---|
oai_identifier_str |
oai:ojs.emnuvens.com.br:article/444 |
network_acronym_str |
UNEAL |
network_name_str |
Diversitas Journal |
repository_id_str |
|
spelling |
O Jogo matemático Trilha com auxílio à aprendizagemABSTRACT: This work was developed in half of completion of the course of the 2nd degree in Pedagogy of PARFOR (National Plan for Basic Education Teachers), a program in collaboration between Capes and UFRPE. This study aimed to develop an adapted game to work with fractional numbers entitled "Trail of Fractions," aiming to specifically promote the relationship between recreational activities and the concrete situations of the figures in the lives of students in daily life, and cherish active and constant participation of students. Is based light of authors like D'Ambrosio (2016); Finance, (1997); Kami, (1990) and Vygostsky (1998). Therefore, we have chosen as target a class of 5th grade of elementary school to a public school in the city of Barreiros and based on participatory methodology proposed the collective construction of the game. Then we formed two groups, explained the rules, was played and at the end of the recreational activities we ask that each student write what you have learned the game. The results were satisfactory, since the students showed an interest in learning the content involved acted with greater collaboration and autonomy in the search for solutions to problems and produced texts, which contributed to the literacy of students both in English and in mathematics. We conclude that the intervention carried out by means of this work has permeated the importance of using the game as a teaching and learning resource, it contributes to the construction of mathematical concepts more playful and fun way, giving new meaning to the numerical knowledge of the daily life of children. KEYWORDS: Interdisciplinarity, playfulness, autonomy.RESUMO: Este trabalho foi desenvolvido no semestre de conclusão do curso da 2ª licenciatura em Pedagogia do PARFOR (Plano Nacional de Professores da Educação Básica), programa este em regime de colaboração entre a Capes e a UFRPE. O presente trabalho teve por finalidade desenvolver um jogo adaptado para o trabalho com números fracionários intitulado “A Trilha das Frações,” objetivando mais especificamente promover a articulação entre atividades lúdicas e as situações concretas dos números nas vidas dos estudantes no cotidiano, bem como valorizar a participação ativa e constante dos alunos. Está fundamentado a luz de autores como D’Ambrósio (2016); Fazenda, (1997); Kami, (1990) e Vygostsky (1998). Para tanto, escolhemos como público alvo uma turma do 5° ano do Ensino Fundamental de uma escola pública do Município de Barreiros e com base na metodologia participativa propusemos a construção coletiva do jogo. Em seguida, formamos dois grandes grupos, explicamos as regras, jogou-se e ao término das atividades lúdicas solicitamos que cada aluno escrevesse o que aprendeu do jogo. Os resultados foram satisfatórios, uma vez que os estudantes demonstraram interesse em aprender os conteúdos envolvidos, atuaram com maior colaboração e autonomia na busca das soluções dos problemas e produziram textos, o que contribuiu para o letramento dos discentes tanto em língua portuguesa como em Matemática. Conclui-se que a intervenção realizada por meio deste trabalho permeou a importância de utilizar o jogo como recurso de ensino-aprendizagem, pois contribui para a construção de conceitos matemáticos de maneira mais lúdica e divertida, ressignificando os saberes numéricos do cotidiano das crianças. PALAVRAS CHAVE: Interdisciplinaridade, ludicidade, autonomia.Universidade Estadual de Alagoas - Eduneal2020-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/44410.17648/diversitas-journal-v5i3-444Diversitas Journal; v. 5 n. 3 (2020): Redes sociais asseguram o desenvolvimento; 2184-21982525-521510.17648/diversitas-journal-v5i3reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/444/1075Copyright (c) 2020 Elisângela Maria Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Elisângela MariaPequeno, Simone Lima AlvesMelo, Maria Aparecida Vieira de2021-08-19T18:18:41Zoai:ojs.emnuvens.com.br:article/444Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-01-13T09:46:46.529105Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
O Jogo matemático Trilha com auxílio à aprendizagem |
title |
O Jogo matemático Trilha com auxílio à aprendizagem |
spellingShingle |
O Jogo matemático Trilha com auxílio à aprendizagem Silva, Elisângela Maria |
title_short |
O Jogo matemático Trilha com auxílio à aprendizagem |
title_full |
O Jogo matemático Trilha com auxílio à aprendizagem |
title_fullStr |
O Jogo matemático Trilha com auxílio à aprendizagem |
title_full_unstemmed |
O Jogo matemático Trilha com auxílio à aprendizagem |
title_sort |
O Jogo matemático Trilha com auxílio à aprendizagem |
author |
Silva, Elisângela Maria |
author_facet |
Silva, Elisângela Maria Pequeno, Simone Lima Alves Melo, Maria Aparecida Vieira de |
author_role |
author |
author2 |
Pequeno, Simone Lima Alves Melo, Maria Aparecida Vieira de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, Elisângela Maria Pequeno, Simone Lima Alves Melo, Maria Aparecida Vieira de |
description |
ABSTRACT: This work was developed in half of completion of the course of the 2nd degree in Pedagogy of PARFOR (National Plan for Basic Education Teachers), a program in collaboration between Capes and UFRPE. This study aimed to develop an adapted game to work with fractional numbers entitled "Trail of Fractions," aiming to specifically promote the relationship between recreational activities and the concrete situations of the figures in the lives of students in daily life, and cherish active and constant participation of students. Is based light of authors like D'Ambrosio (2016); Finance, (1997); Kami, (1990) and Vygostsky (1998). Therefore, we have chosen as target a class of 5th grade of elementary school to a public school in the city of Barreiros and based on participatory methodology proposed the collective construction of the game. Then we formed two groups, explained the rules, was played and at the end of the recreational activities we ask that each student write what you have learned the game. The results were satisfactory, since the students showed an interest in learning the content involved acted with greater collaboration and autonomy in the search for solutions to problems and produced texts, which contributed to the literacy of students both in English and in mathematics. We conclude that the intervention carried out by means of this work has permeated the importance of using the game as a teaching and learning resource, it contributes to the construction of mathematical concepts more playful and fun way, giving new meaning to the numerical knowledge of the daily life of children. KEYWORDS: Interdisciplinarity, playfulness, autonomy. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-07 |
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://diversitasjournal.com.br/diversitas_journal/article/view/444 10.17648/diversitas-journal-v5i3-444 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/444 |
identifier_str_mv |
10.17648/diversitas-journal-v5i3-444 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/444/1075 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Elisângela Maria Silva https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Elisângela Maria Silva https://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 |
Universidade Estadual de Alagoas - Eduneal |
publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
dc.source.none.fl_str_mv |
Diversitas Journal; v. 5 n. 3 (2020): Redes sociais asseguram o desenvolvimento; 2184-2198 2525-5215 10.17648/diversitas-journal-v5i3 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
instname_str |
Universidade Estadual de Alagoas (UNEAL) |
instacron_str |
UNEAL |
institution |
UNEAL |
reponame_str |
Diversitas Journal |
collection |
Diversitas Journal |
repository.name.fl_str_mv |
Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
_version_ |
1797051275030822912 |