Estágio supervisionado na UFPB Campus I: refletindo sobre jogos para ensinar matemática

Abstract

Understanding the importance of having good initial training in mathematics courses, specifically in the Mathematics degree at UFPB Campus I and highlighting the Supervised Internship I discipline, which has proven to be a place for possible debates, reflections and constructions of teaching, we decided to do this research. It is, therefore, a question of bringing together some aspects that we consider relevant, which are: the quality of the initial training of mathematics graduates; the importance of the internship in order to train the graduate for their future teaching practices and; the use of games to teach mathematics. With this aim, the general objective of this research is to analyze the importance of studying and reflecting on games to teach mathematics in the final years of elementary school in the discipline of Supervised Internship I for mathematics degree students at UFPB, Campus I. To this end, we outline as specific objectives: i) point out the main benefits of using games to teach mathematics in the final years of elementary school; ii) identify the main difficulties in using games in teaching mathematics; iii) report the experience of mathematics undergraduates when discussing the use of games to teach mathematics in the Supervised Internship I discipline. The theoretical foundation is divided into two topics, one that deals with Supervised Internship in teacher training and another that discusses games to teach mathematics. We highlight some of the theorists who helped us with their ideas in composing the theoretical foundation of this research, they are: Borges e Bitter (2018), Schmidt (2014), Linhares et al (2014), Tardif (1991), Mesquita (2021), Aranão (2007), Canova (2016) e Gonzaga et al (2017), D’Ambrósio (2005), BNCC (2018), Kishimoto (2017). This is, therefore, qualitative research, where the subjects are students of the mathematics degree course at UFPB, Campus I, who necessarily attended or are currently attending the Supervised Internship I discipline in the period from 2021.2 to 2023.1 and who had the experience of studying games to teach mathematics in this subject. The collection instrument used was a questionnaire via Google Forms so that these subjects could answer questions that reflected the research objectives. It is worth mentioning that the choice for this subject was due to the knowledge that it is the only one in the undergraduate course at UFPB, Campus I that has on its menu the content of games to teach mathematics. We can advance the main results of the research, based on the data collected, that using games to teach mathematics can contribute to student learning, in the same way that it can allow them to build problemsolving strategies and also collaborate in the process of social interaction with your classmates and the teacher. In the same direction, it is noteworthy that the Supervised Internship I discipline has been a differentiator in the training of these graduates as a place for debate and reflection on issues of teaching practice and training.