04.1 - Graduação (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2948
Navegar
3 resultados
Resultados da Pesquisa
Item Base Nacional Comum Curricular: indicativos para o letramento matemático no eixo temático números no 1º ciclo do Ensino Fundamental(2019-02-08) Rocha, Iago Felipe Ferreira; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/7083518666672087The teaching of mathematics at many moments can be seen as a complex and difficult process, however some teaching perspectives can corroborate to the rupture of these paradigms. In this work we defend the perspective of Mathematical Literacy as a triggering means to facilitate the process of schooling and formation for citizenship. We had as theoretical contribution: Fonseca (2004); Soares (2003); D'Ambrósio (1993); Silva et al (2016); Freire (1999); Danyluk (1994); Galvão & Nacarato (2013) and among others. In this study we analyzed the indicatives that the National Curricular Common Base (BNCC), a document that seeks to standardize Brazilian education, guaranteeing learning rights at the national level, points to Mathematical Letting in the thematic axis numbers for the 1st cycle of Elementary Education, specifically knowledge objects and skills for the first three years of elementary school. Categories of expressions were constructed to analyze these indicatives: Daily life; Significant Problems and Interest; Strategy and Personal Registry; Resolve and Elaborate Problems and No expression was used. In the 21 objects of knowledge proposed for the 1st cycle, no explicit mention is made of mathematical literacy; sixteen of the 21 skills are indicative for the same. In all the skills of the first year an expression that refers to Mathematical Literacy was identified. In the second year, four expressions were counted and in two skills no expression was found and in the third year only four of the seven skills addressed one of the pre-defined expressions, and three did not make references. The expression that appeared the most is "strategy and personal registration" and the one that appears least is "everyday". From this we propose sequences of activities, based on the perspective of Mathematical Letting, starting from three perspectives of Mathematics teaching: game use, ethnomathematics and children's literature, which in our view could contribute to the teaching and learning process in this axis thematic We used as a type of research, the documentary, to guide us while data collection and data analysis was used the content analysis perspective.Item Jogo baralho geométrico: possibilidades e limitações para o ensino de geometria no 2º ano do ensino fundamental(2019-02-08) Berto, Maria Lucicleide da Silva; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/1111622301812100This paper discusses the use of the game Geometric Deck as a didactic resource to teach geometry, especially the association between graphical representations of geometric figures with graphical representations of objects of the physical world and the use of correct nomenclature. We seek support in research in the field of Mathematics Education, especially in those who defend Geometry as one of the best ways for children to understand the shapes and the space around them. Also in some that discuss the use of games in Mathematics classes, as a pedagogical resource that assists in teaching and learning, as well as in curricular guidelines in force in our country. From this, we propose as a research question: how the use of the game Geometric Deck in the early years of elementary school can contribute significantly to the students to make associations between objects of geometry and objects of the physical world using the correct nomenclatures? The main objective of this Course Conclusion Work was to analyze possibilities and limitations of the use of the game Geometric Deck for the teaching of geometry in the initial years of elementary school. It has as its starting point an action research, developed in two stages in a municipal school, in a class of second year of elementary school. We use as data collection instruments, a pre-test and the application of said game. In addition, videotaped observations were made in order to better understand students' performance in the activities proposed with the game. The pre-test, composed of four multiple-choice questions, made it possible to delineate the research direction, pointing out the knowledge that the students already had in relation to the subject and what were the main difficulties, especially those related to the use of correct linguistic terms for each flat or spatial geometric figure, and the association of geometric figures with physical objects. The intervention with the game aimed at minimizing such difficulties, so that they could evolve in the construction of their own knowledge. As well as to verify the possibilities and limitations that the game offered, serving as subsidies to propose reformulations of the same for new applications. In the experience of the game with a small group of students, we found difficulties regarding the association of geometric figures with physical objects and the use of the correct names of the geometric figures persisted. After the necessary steps to understand the rules, we tried to identify the procedures that the players were creating to achieve the goal of the game, it was verified that there was a progress in the development of the students' knowledge. It was also possible to identify limitations of the game, such as the lack of clarity of some rules. Among the possibilities for exploring the potential of this game, we suggest the reflection on the plays in each round. Finally, we conclude that frequent use, or at least more than once, of this game could provide a number of other learning situations for students, as well as strengthening others already built.Item Concepções e práticas de professores com jogos como recurso didático no ensino de matemática nos anos iniciais do ensino fundamental(2018-09-03) Silva, Andréa Ferreira da; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084This research had the objective of analyzing the conceptions and practices of teachers of the initial years with the use of games in the teaching of Mathematics. In order to theoretically base this study, a literature review was carried out on didactic resources and on game use, which served as a parameter for the qualitative analysis of the data collected through questionnaires and class observations in the initial years of elementary school. All participants agreed that games help learning more significantly, mainly because of their playful appearance. Regarding the choice of games, the teachers take into account the age range of the students and the difficulties related to the content. Most of the interviewees are the ones who make the games without the participation of the students. Some games are kept in school, others are taken home by the teacher, ie students have access only when the teacher wishes to include them in their planning. They emphasize that the use of games requires patience and responsibility on the part of the teacher and that the difficulties are related to the students' agitation and to get the participation of all. The results showed that teachers use games, but not with the frequency reported in the questionnaire. In the observations it was possible to verify several positive aspects related to the use of games in the classroom, such as stimulating the students' autonomy and reflections on winning and losing. Predominated the use of games exploring addition and subtraction, always as reinforcement to the content worked, with the perspective of numerical calculation, never contextualized. That is, the proposed games were held for the purpose of doing accounts, training and even decorating.