Problematização por meio de jogos: uma estratégia para abordar o ensino de matemática em uma classe multisseriada

Abstract

This research aimed to investigate the potentialities and limitations of a proposal for activities involving problem-solving through games as a strategy for teaching mathematics in a multigrade classroom in a rural school. To this end, the specific objectives were: to design, develop and evaluate a proposal for problem-solving activities through games. To achieve these objectives, a qualitative research was conducted regarding the approach; exploratory regarding the objectives; and intervention-pedagogical type regarding the technical procedures. The research was conducted in a rural school located in the rural area of the municipality of Alhandra, state of Paraíba. The participants in the research were the teacher and thirteen students from a multi-grade class (4th/5th grades) in the initial years of Elementary School. The research stages were organized into four moments: classroom observation and interview with the teacher; preparation of the intervention proposal; development of the proposal in the classroom; and analysis of the collected data. The following instruments were used for data collection: observation and interview with the teacher, a field diary, and records of the activities carried out by the students. All stages of the research took place over a period of five months, starting in December 2023 and ending in May 2024, specifically during the 2023.2 academic calendar of the Federal University of Paraíba. The pedagogical intervention took place in March and April 2024 in the Supervised Internship III curricular component, in Mathematics teaching. It was observed that during the games, there was engagement and motivation among the students, especially in collective games. In the written activities, linked to problem solving, gaps in the students' learning were identified, evidenced by the lack of mastery in reading, writing, and text interpretation. It was noticed that there are no significant differences in knowledge among the students in the multi-grade class, as they all presented similar levels of understanding, as well as similar difficulties. It is concluded that the use of problem-solving games has the potential to mobilize the class collectively, in order to favor collaboration, allowing students to learn together.