Contribuições dos jogos para o processo de ensino-aprendizagem em matemática na educação básica

Abstract

Researches demonstrate high levels of learning difficulties in Mathematics in Basic Education. One of the possible alleged causes is the students' lack of interest. However, very little has been done to minimize these difficulties faced by students. With this, schools have been trying to go through a process of transformation, searching for new methodologies to facilitate learning and to obtain meaningful learning. This work aims to investigate the contributions of Vygotsky, as well as to stipulate limitations, if they arise, for the teaching and learning process of Mathematics in Basic Education, with the use of didactic games based on a mathematical content that was determined after Focal Group with school-field teachers. The focus group was chosen as an instrument because it allows the interaction between the participants and the researcher, making it possible to obtain, through the same, obtaining fundamental data for this research. A product was elaborated in the form of suggestion and application of games that already have been published and / or created, directed to the contents of Mathematics that the students present greater difficulty, according to the teachers, being that in the case were elaborated games involving the basic Mathematics. These games enabled an increase in motivation in learning in Mathematics, contributing to the improvement of school-field education. In this sense, the action research was carried out as a methodology in a school-field of Basic Education, located in the city of Anápolis. With this, it was possible to analyze how the sociocultural context can intervene in the learning of Mathematics. This methodology is justified from the sociocultural theory of Vygotsky that bases the present research. A bibliographical review was also carried out on the different types of pedagogical strategies involving games and their applications in the teaching of Mathematics in Basic Education. In the analysis of the Focal Group of teachers, it was possible to perceive the great difficulty of students in learning Mathematics, as well as that students do not master the contents of Mathematics due to basic Mathematics. It was also analyzed by the researcher according to the methodology of action research, that one of the main difficulties of the students is in Basic Mathematics. and in the Elementary School series from the 6th to the 9th, mainly, and that, if not remedied such difficulty, is taken to High School as a consequence.