Navegando por Assunto "Jogos no ensino de matemática"

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Game Serra Pelada: projeto, implementação e avaliação de um jogo educativo para o ensino de geometria para alunos do 9° ano do ensino fundamental
(Universidade Federal do Pará, 2017-01-20) ELIANE SOBRINHO, Maria; RIBEIRO FILHO, Manoel; http://lattes.cnpq.br/9329438229733907
This article presents the project, implementation and evaluation of an educational game platform, whose user the geometry concepts the Math Reference Matrix 9th grade elementary school with the subject I space and form. Having as the game scenario is the mining of Serra Pelada, in the main character plot is a prospector who struggle with prospectors enemies who will try to stop you from achieving complete your goals. The game while teaching geometric concepts is fun, what distinguishes compared with the vast majority of educational mathematics games that lack of playfulness. To verify the applicability of the game as an auxiliary tool in mathematics teaching, tests were performed with students from 9th grade of elementary school in a public school in the city of Maraba-Pa. The game was well received by students and evaluation proved that the software can be used as a tool to assist in the teaching and learning geometry.
Acesso aberto (Open Access)
Jogos concretos no laboratório de ensino da matemática na formação de professores na educação à distância
(Universidade Federal do Pará, 2016-02-25) SILVA, Renata Lourinho da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The present work deals with a methodological proposal for mathematics teachers practicing, which came out from a testing made in the Math Teaching Lab (MTL), of the Universidade Aberta do Brasil (UAB), in Cametá, during tutorial supervised training classes, with students from mathematics distance course. MTL was created in 2013, yet a little explored at initial formation of math teachers, however. The main goal of this work is to present and orientate future teachers of math by the use of some didactic materials from MTL, its reproduction through alternatives materials (junk metal) as well. This research is focused on the Concepts Fields Theory of Vergnaud (1990), also claimed by Pais (2008 and 2011); Kamii (1992), who deals with mathlogic knowledge construction; Alves(2001) and Dohme (2011), who talks about the use of solid games; Yus (1998) and Gonçalves (2005 and 2011), who hold reflexive teachers formation and Lorenzato (2006), who claims about MTL. We also emphasize the research production construction (didactic book) elaborated from a solid game (balance form) of MTL/UAB/Cametá, PA. The students of UAB/2011 class were involved at the workshops. The research has qualitative approach on search-action form, because we developed field activities that began meeting the space of MTL, gathering to experimentation workshops using four solid games from MTL (geo-plain, fractional ruler, balance form and space figures). At the end of this research, interviews were made, in order to identify the comprehension of the college students as the concepts studies, contents and transversal themes by the manipulation of the games. For the second workshop, we built alternative materials from games used on the first one to be used at the period discipline regency and at future teachers practicing. The results of this teaching proposal point out the need of significant exploration of new trends for Mathematics Education during initial formation of math teachers. Among them we presented concrete games, as well as, exploration over other pedagogical spaces instead of a classroom. Here, we mentioned the use of MTL, and was possible to check during workshops, great interest of the students to develop their studies at this place, which makes us think about this place as an important contribution for math teaching, as college studies as basic education.