O uso do geoplano em um jogo de geometria: um estudo com turmas do 6º ano do ensino fundamental

Abstract

The general objective of this research was to analyze the use of a game related to the construction of rectangles, by students of 6th grade of elementary school. To do so, we set as specific objectives: i) To point out relevant aspects about the use of games in mathematics classes; ii) To identify students' difficulties related to the Geometry contents explored in the game; iii) To evaluate the potentialities and limitations of the game explored in the classroom. Observing the strategies used, the hypotheses and questions about the game and the content explored. To do so, we proposed a game approaching Geometry concepts, using the Geoplano and 2 dice as manipulative materials in four 6th grade classes of elementary school, in private schools in João Pessoa-PB. The period of application of the game was between August and September of the current year and the game applied was the "How much is left for 100?" adapted from the game "Battle of Rectangles" from the book Laboratório de Ensino de Geometria from the teacher training collection Rêgo, et al. (2012). To theoretically support our research we rely on authors who deal with the same theme, such as Barros and Rocha (2018); Andrade and Sousa (2021). Methodologically, we have a descriptive and qualitative field research, in which we relied on studies already conducted on the subject and that served as a basis to support the analysis and the results presented in chapter 4. The results showed that the approach of contents related to the teaching of mathematics, through the application of a game with pedagogical purposes and that could add to the process of teaching and learning in the classroom, were fundamental in order to provide students with an analytical and reflective thinking about the content studied, as well as to provide the opportunity to the least, a concrete teaching methodology allied to that which is formally used. In this sense, there were hits and misses that were able to identify difficulties related to geometry terminology, as well as the transposition of information obtained by throwing the data to the record of figures (rectangles and squares) on the geoplane. On the other hand, they also identified correct answers regarding the same elements listed here.