A utilização de jogos na perspectiva de resolução de problemas: um dos caminhos para aprendizagem de números inteiros

Abstract

The research aimed to investigate the contributions and limitations to the use of games in the perspective of resolutions problems in mathematics classes can bring to the teaching of Integers. To support our work, we use as theoretical framework the National Curriculum Parameters (PCN) and authors like Grando (2000), Kishimoto(2009), Rego and Rego (1997), Ribeiro (2008) and Smole (2007). The research was conducted for 14 hours of lessons in a class of 9th grade of elementary school to a public school. The research methodology that guided our work was action research as a tool used a questionnaire with closed questions to identify the profile of the students, a diagnostic assessment to determine which students' difficulties to solve integer operations and applied a didactic sequence involving games and problem solving. The results obtained showed that the application of game activities with a view to resolutions of problems in the study Integer possible context for developing concepts, procedures and mathematical skills and not just application of previously acquired knowledge, but in challenging situations to develop different coping strategies and gives meaning to the content studied. Consolidating thus the use of the game as a viable proposal for a better development of teaching and learning.