Utilização de jogos na aprendizagem do campo aditivo em turmas do 5° ano do ensino fundamental

Abstract

This work aims to analyze the contribution of the use of games in the development of learning in teaching mathematics, especially in the additive field. Our theoretical references were Gérard Vergnaud, Sandra Magina, Tania Campos, Terezinha Nunes, work, "Rethinking Addition and Subtraction: Contributions of the Theory of Conceptual Fields, 2008" As Cristiano Muniz also in the work, "Play and Play: theoretical and links methodology in the field of mathematics education, 2010 ". These theorists show the importance of the addition and subtraction content in Elementary Education and also the use of games as a facilitator in learning. The methodology included qualitative and quantitative procedures, with the collection of data on classes of the 5th grade of elementary school, a Municipal School of João Pessoa, PB. As instruments, we use questionnaires, diagnostic and educational workshop games. When analyzing the data, we found that students present a vision of mathematics as something really difficult; understand situations and additive field with the idea of composition, when there is search for the final state and have difficulty in situations seeking the intermediate state (transformation) or inicial.A experience of games provided pleasure and engagement in learning in mathematics education . In the final diagnosis advances were evidenced in that pertain to logical reasoning and skills, but also identified difficulties in the analysis of statements of situations that show reversal. However, we find that actually the use of games in math classes as aid for developing teaching-learning is necessary.