Concepção de jogos matemáticos segundo uma perspectiva fenomenológica : uma reflexão sobre o ensino-aprendizagem na "sala de apoio"

Abstract

The game is one of the tools that man has developed to meet his needs to make calculations. However, today, its use is surrounded by doubts and unfounded prejudices. This work presents an investigation on the influence of games in the teaching of mathematics to solve problems. Its specific objective was to observe how the students of elementary school in an environment of Room of Support modify their procedures when using games for the resolution of exercises. These teaching resources can serve to expedite the resolution and possibly enhance the reasoning. The playful use of a formal process of teaching-learning can make the student seek solutions that challenge his critical thinking, lifting it to new challenges. The proposed methodology, based on the use of phenomenological mark of the game as an entertainment for the teaching-learning, with the subject of elementary school students, form the basis for the verification of results. The assumptions made in justifying and verifying that the game plays a role in teaching mathematics, with strong emphasis on interaction with teaching resources in the informal traditional teaching, may serve to foster new relationships of the student with the concepts and content and with the physical and social environment in which he is inserted.