Metáforas no ensino de matemática com tecnologias digitais

• Autor(a) principal: Azevedo, Caroline Santos de
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/213725
• topic: Teaching with games; Mathematical education; Algebra teaching; Qualitative phenomenological Research; Algebraic thinking; Ensino com games; Educação matemática; Ensino de álgebra; Pesquisa qualitativa fenomenológica; Pensamento algébrico; Matemática - Estudo e ensino; Jogos em educação matemática; Inovações educacionais; Tecnologia educacional

In this work to conclude the undergraduate course, we aim to understand how the metaphors favored by games contribute to the constitution of algebraic thinking. For that, we resort to a qualitative approach to do the research and with a phenomenological stance. This means that the carried-out research does not separate itself from the world in which we live and from the understandings that are possible for us. In this way, the research data we conducted was produced in the development of a project linked to the Teaching Center at UNESP in Guaratinguetá. We worked with 7 th grade students from two public schools in the city playing the game, recording the dialogue between the pairs who played and capturing the screen of their tablets. We transcribed these recordings to describe the experience lived with the students and to analyze them. We followed the rigor of phenomenological research that turned us to two moments: the ideographic analysis, in which individual aspects of what is interpreted in the speech of the pairs stand out and the nomothetic analysis, moving towards a convergence of meanings. The interpretation of the lived experience allowed us to understand that games open up different possibilities for the discussion of algebraic concepts and have great potential in the teaching of mathematics.