O jogo como desencadeador de aprendizagem matemática nos anos iniciais do ensino fundamental

Abstract

This research was developed from the assumptions of Cultural-Historical Theory, Activity Theory and Teaching Guiding Activity, as well as other authors who approach in their studies the organization of Mathematics teaching, bringing the game as a learning mobilizer. In this way, our main objective is to investigate how the game can become a triggering situation of Mathematics learning in Teaching Guiding Activity, which involves study, planning, reflection and evaluation of school educational activities. This study lies within the Studies and Research in Mathematics Education Group (GEPEMat / UFSM), in particular, in the Interdisciplinary Mathematics Education Subproject of the 1st to 6th year (PIBID / UFSM), which discuss and develop teaching activities in the context of the Math Club (CluMat) in the schools participating in the program. In this sense, we focus on the actions that the academics in initial formation, members of PIBID and GEPEMat, developed in CluMat in a 4th year of Elementary Education class on the multiplication concept. As methodological procedures and data analyzes, recordings and photographic records of the Multiplication Teaching Unit development were made, these data were synthesized from two episodes of analysis that involved development and teaching, following the Moura`s (2000) proposal. The results shows that there were qualitative changes in the students' actions according to the complexity involved in the games, giving evidence of learning of the studied concept, as well as elements about the teaching skills of the academic involved in the research.