Utilização de jogos e materiais concretos no ensino de álgebra: um estudo de caso no 8º ano do ensino fundamental

Abstract

This paper proposes an investigation on the use of games and concrete materials in the teaching of algebra in the 8th grade of elementary school. It seeks to lead students to learn algebraic concepts; also to identify, in a problem situation, the presence of something unknown that can be determined; and to interpret the unknown as an entity that can assume specific values and use it to formulate expressions. The aim of this paper is to discuss the possibility of using games and concrete materials for teaching algebraic expressions in the 8th grade of elementary school, as well as presenting a didactic sequence based on meaningful learning for studying algebraic expressions using games and concrete materials, in order to lead students to learn these concepts in a playful and pleasant way. The following were developed four activities in order to enable students a new learning perspective, an approach to the content, stimulating their interest and helping the learning process in general. This research has a qualitative and exploratory approach, and it is characterized as a case study, developed in a class 8th Year of a school public located in Mamanguape, Paraíba, Brazil. It involves a deep study with few objects, so as to allow their broad and detailed knowledge.From the data obtained, we conclude that the use of didactic resources such as games and concrete materials is fundamental and it contributes significantly to the development and learning of students, because, by participating in these activities students interact and dialogue with each other, which contributes to the development of their representative abilities, creativity, imagination and comprehension. After the intervention, we concluded that the use of mathematical games and concrete materials in Math classes can provide students with relaxed and engaging moments, helping to improve the quality of teaching, as well as being a positive influence and an incentive, by showing that Math is an interesting discipline and one can learn it.