The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge

Detalhes bibliográficos
Autor(a) principal: Toneis, Cristiano Natal
Data de Publicação: 2023
Outros Autores: Paulo, Rosa Monteiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/6403
Resumo: This work intends to discuss the game Slice Fractions, identify the open potentialities to teach fractions and the meanings made possible to the students who play. For the methodology, the Digital Game Based Learning (DGBL) and the husserlian phenomenology are articulated. In the experience with the game brought to the discussion, the participants presented the meanings of fractions as part-whole; number; operations; comparisons; ordination. Playing the game is situated as an element of our presence, so the meaning of mathematical objects, fractions, is revealed as the constitution of knowledge in the act of playing Slice Fractions articulated with the resolution of problems in the game. Intertwined with the elements of the game, it emerges in the process of playing with the person's activity that constitutes mathematical knowledge and opens up to dialogue with the other.
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spelling The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledgeEl juego digital Slice Fractions como espacio de enseñanza de fracciones y apertura a la constitución del conocimiento matemáticoO game Slice Fractions como espaço para ensinar frações e a abertura à constituição de conhecimento matemáticoGameSlice FractionsEducação MatemáticaConhecimentoGameSlice FractionsMathematics EducationKnowledgeJuego DigitalSlice FractionsEducación MatemáticaConocimientoThis work intends to discuss the game Slice Fractions, identify the open potentialities to teach fractions and the meanings made possible to the students who play. For the methodology, the Digital Game Based Learning (DGBL) and the husserlian phenomenology are articulated. In the experience with the game brought to the discussion, the participants presented the meanings of fractions as part-whole; number; operations; comparisons; ordination. Playing the game is situated as an element of our presence, so the meaning of mathematical objects, fractions, is revealed as the constitution of knowledge in the act of playing Slice Fractions articulated with the resolution of problems in the game. Intertwined with the elements of the game, it emerges in the process of playing with the person's activity that constitutes mathematical knowledge and opens up to dialogue with the other.Este trabajo pretende discutir el juego digital Slice Fractions, identificar las potencialidades abiertas para la enseñanza de las fracciones y los significados posibles para los alumnos que juegan. Para la metodología se articula el Aprendizaje Basado en Juegos Digitales — Digital Games Based Learning (DGBL) y la fenomenología husserliana. En la experiencia con el juego traída a la discusión, los participantes presentaron los significados de las fracciones como parte-todo; número; operaciones; comparaciones; ordenación. El juego se sitúa como un elemento de nuestra presencia, por lo que el significado de los objetos matemáticos, fracciones, se revela como la constitución del conocimiento en el acto de jugar Slice Fractions articulado con la resolución de problemas en el juego digital. Entrelazado con los elementos del juego, emerge en el proceso de jugar con la actividad de la persona que constituye el conocimiento matemático y se abre al diálogo con el otro.Neste trabalho se pretende discutir o game Slice Fractions, identificando as potencialidades abertas para ensinar frações e as significações possibilitadas aos alunos que jogam. Como metodologia articula-se o Digital Game Based Learning (DGBL) e a fenomenologia husserliana. Na vivência trazida à discussão, os participantes apresentaram os significados de frações como parte-todo; número; operações; comparações; ordenação. Entende-se que o jogar situa-se como um elemento de nossa presencialidade, então a significação dos objetos matemáticos, frações, se desdobra como constituição de conhecimentos no ato de jogar Slice Fractions em articulação com a resolução de problemas. Entrelaçados aos elementos do game, vê-se que emerge no processo de jogar a atividade da pessoa que constitui conhecimento matemático e se abre ao diálogo com o outro.Editora Unimontes2023-11-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/640310.46551/emd.v7n13a12Educação Matemática Debate; v. 7 n. 13 (2023): jan./dez.; 1-242526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/6403/6880https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessToneis, Cristiano NatalPaulo, Rosa Monteiro2024-03-28T19:36:54Zoai:ojs2.periodicos.unimontes.br:article/6403Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-28T19:36:54Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
El juego digital Slice Fractions como espacio de enseñanza de fracciones y apertura a la constitución del conocimiento matemático
O game Slice Fractions como espaço para ensinar frações e a abertura à constituição de conhecimento matemático
title The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
spellingShingle The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
Toneis, Cristiano Natal
Game
Slice Fractions
Educação Matemática
Conhecimento
Game
Slice Fractions
Mathematics Education
Knowledge
Juego Digital
Slice Fractions
Educación Matemática
Conocimiento
title_short The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
title_full The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
title_fullStr The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
title_full_unstemmed The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
title_sort The game Slice Fractions as a space to teach fractions and openness to the constitution of mathematical knowledge
author Toneis, Cristiano Natal
author_facet Toneis, Cristiano Natal
Paulo, Rosa Monteiro
author_role author
author2 Paulo, Rosa Monteiro
author2_role author
dc.contributor.author.fl_str_mv Toneis, Cristiano Natal
Paulo, Rosa Monteiro
dc.subject.por.fl_str_mv Game
Slice Fractions
Educação Matemática
Conhecimento
Game
Slice Fractions
Mathematics Education
Knowledge
Juego Digital
Slice Fractions
Educación Matemática
Conocimiento
topic Game
Slice Fractions
Educação Matemática
Conhecimento
Game
Slice Fractions
Mathematics Education
Knowledge
Juego Digital
Slice Fractions
Educación Matemática
Conocimiento
description This work intends to discuss the game Slice Fractions, identify the open potentialities to teach fractions and the meanings made possible to the students who play. For the methodology, the Digital Game Based Learning (DGBL) and the husserlian phenomenology are articulated. In the experience with the game brought to the discussion, the participants presented the meanings of fractions as part-whole; number; operations; comparisons; ordination. Playing the game is situated as an element of our presence, so the meaning of mathematical objects, fractions, is revealed as the constitution of knowledge in the act of playing Slice Fractions articulated with the resolution of problems in the game. Intertwined with the elements of the game, it emerges in the process of playing with the person's activity that constitutes mathematical knowledge and opens up to dialogue with the other.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-03
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://www.periodicos.unimontes.br/index.php/emd/article/view/6403
10.46551/emd.v7n13a12
url https://www.periodicos.unimontes.br/index.php/emd/article/view/6403
identifier_str_mv 10.46551/emd.v7n13a12
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/6403/6880
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 7 n. 13 (2023): jan./dez.; 1-24
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.emd@unimontes.br||
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