CONSTRUÇÃO E UTILIZAÇÃO DE JOGOS NO PROCESSO DE ENSINO-APRENDIZAGEM DE CONCEITOS MATEMÁTICOS NO ENSINO MÉDIO

Abstract

Mathematics, as scientific knowledge, has a high importance for the conceptual and logical chaining necessary for human development, according to the National Common Curricular Base (BNCC), its teaching should stimulate more elaborate processes of reflection and abstraction, which supports ways of thinking and allows students to formulate and solve problems in different contexts with the aid of mathematical resources. The operationalization of didactic methodologies and strategies by teachers in the classroom in Mathematics teaching can enrich the discussion about mathematical concepts in the teaching-learning process. This dissertation research has as its central theme the use of games in the teaching of Mathematics, more specifically, the construction of games together with the students, which can provide a mobilization of ideas, thoughts, formalizations about contents presented as being the most difficult ones of assimilation. This is a descriptive and participatory research, with a qualitative approach, with the general objective of investigating how the construction and use of games with third-year high school students can interfere in the teaching-learning process of mathematical concepts. To collect information, we used structured questionnaires for students and teachers and observation of the construction phases of the games. With regard to the method of analyzing the information, we used Content Analysis, which helped us in the treatment and categorization of the collected information. Three games were built, developed, tested, studied, evaluated by the research subject students and we pointed out that the construction of games together with them enables a greater commitment in the teaching-learning process of mathematical concepts. This is only possible due to the charm they find in the possibility of playing and learning at school with their peers, and our proposal is capable of mobilizing them to achieve the necessary knowledge and encouraging them to research, test their hypotheses, establish conjectures about the math properties, exchanging ideas among colleagues, being encouraged to use their creativity and autonomy to build educational games, in favor of their own learning. Finally, an orientation notebook was elaborated, an educational product that aims to contribute to the methodological practice of other teachers, encouraging the insertion of the ludic in the classroom through the planned use of pedagogical and educational games.