Resolvendo problemas de matemática com o tangram: aspectos teóricos para a construção de um jogo voltado aos anos finais do ensino fundamental

Abstract

This Course Conclusion Work discusses the theme of the use of games in the teaching of Mathematics. Its general objective is to develop a game from Tangram in order to solve fundamental mathematical problems for the final years of Fundamental Level. The motivation came from the game of creating the teaching of mathematics from the UFPB experience in the curricular unit Laboratory to teaching in Mathematics I. The new game called Solving problems with Tangram, therefore, is a proposal inspired by the analysis of the potential and playability of the first game. This is a qualitative, exploratory research in terms of objectives and a bibliographic research to collect information. To do so, we rely on theoretical frameworks that discuss the use of mathematics teaching games and integration with problem solving, in addition to the mathematics typology. These support references for the elaboration of elements that can compose the game. The research took place following the following steps: Survey of activities proposed in Elementary School textbooks that involve Tangram; Identification of objects of knowledge and skills for objects in the activities proposed in textbooks for the school year; Classification of the proposed activities according to the types of problems; Creation the new game (cards) and rules from the activities in the previous stages. For that, we used 6 books, 1 book from the 6th grade, 1 book from the 7th grade, 2 books from the 8th grade and 2 books from the 9th grade. We obtained a total of 8 proposals. These proposals include 25 objects of knowledge and 27 skills associated and provided according to the BNCC. The game Solving Problems with Tangram now consists of 18 problem cards with questions about 9 objects of knowledge. Some skills associated with the problem cards were also chosen, totaling six different skills, namely: EF06MA16; EF07MA16; EF07MA21; EF06MA27; EF07MA29; EF07, giving priority as a 7th skill. Finally, on the types of problems proposed in the letters, we contemplate almost all the typology, except for the problem of process.