O uso de jogos para o ensino de polígonos e poliedros no Ensino Fundamental

Abstract

Working with mathematical games can provide to the teachers from the basic education an alternative to the development of teaching strategies with objectives to improve the process of teaching and learning mathematics. The exploitation of a game through problem situations can be an interesting way to develop some geometrical concepts by the student. This study aimed to analyze the contributions of using games for educational Polygons and Polyhedra with students from 9th grade of primary education in public schools of the state in the city of Mamanguape and Rio Tinto – PB. The methodological approach prioritized the qualitative research method to better characterize the interaction of variable geometry teaching and learning. Such as data collection instruments used the diagnostic assessments, quiz reflections about the contents worked, questionnaire (open questions) for teachers, as well as the collaboration of the participation of both schools. The main authors are: Brenelli (2005), Grando (1995), Lorenzato (2006), Pavanello (1993), Van de Walle (2009), and other authors as well as the National Curriculum Parameters – PCN (BRAZIL, 1998) were used in order to obtain a theoretical background on the subject addressed in this study. About the results, they point out that the use of mathematical games and diagnostic activities applied early and late students achieved an excellent performance as well as a contribution to improvement in cognitive thinking expanding the learning content. Through the results obtained in data collection and analysis, it can be said that respondents consciously making a significant factor and growth about the importance of geometry content for the teaching of mathematics.