A utilização de jogos na matemática: um processo em construção no ciclo de alfabetização

Abstract

The present research had as main objective to analyze the potentialities of games when it is applied to addition and simple subtraction in class of the 2nd year in a public school in the municipality of João Pessoa. The mathematical game can be applied to the content of addition and subtraction without reservation in Elementary School. Thus, we adopted in this study the main guiding theorists: Vygotsky (2007); Moura (2008); Moura (2012); Caldart (2009); Farias, Azeredo and Rêgo (2016) among others, the official documents in force (BRASIL, 1998, 1997, 2017) and the materials used in the participating institution. The research was developed in the class of the 2nd year at the School of Basic Education of the Federal University of Paraíba from April 2018 to May 2018. The methodology used in the study was to action research according to the objectives, of the qualitative type, having as essential tools to observation, interview with the teacher, the elaboration of a didactic sequence and the period of intervention. To do this, we applied a diagnostic activity that was developed in the group on the last day of observation, in April 2018. We use a simple game and work with the two operations 'addition' and 'subtraction' without reservation starting from simple tasks for the more complex. The observation instrument was relevant to follow the cognitive development of each student. After the application and analysis of the introductory activities, we construct a didactic sequence with play activities. After that, we carried out the intervention period, with a duration of five classes, where we worked with the concepts of addition and subtraction, aiming to favor the student the mathematical game as an instrument for the learning process. The results indicated that the participants assimilated the concepts of simple addition and subtraction. All students participated in the activities and demonstrated that they were motivated to perform the tasks from the problem solving. In this way, we found that the use of mathematical games allowed a better conceptual understanding of the content discussed, as well as improved the integration of children, enabled experiences of sharing didactic material, making work enjoyable and facilitating understanding. We conclude that the use of concrete materials facilitated the conceptual understanding in the subject and allows the teacher to expand his methodological knowledge in the teaching-learning process of mathematics.