Jogos como possibilidade para a melhoria do desempenho e das atitudes em relação às frações e aos decimais nos anos finais do ensino fundamental
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Data
2020-02-27
Autores
Dugaich, Valéria Cristina Brumati
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Universidade Estadual Paulista (Unesp)
Resumo
Tendo em vista que o desempenho em matemática de significativo percentual de alunos do 9º ano do ensino fundamental da Rede Estadual de Ensino no Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo-SARESP, é ruim, no presente estudo, investigou-se a relação entre o uso de jogos pedagógicos, as atitudes e o desempenho em matemática. Teve como objetivo geral pesquisar e criar jogos como ferramenta pedagógica com potencial para criar situações e experiências favoráveis ao ensino das diferentes representações de um número racional, podendo impactar positivamente nas atitudes dos alunos dos anos finais do ensino fundamental em relação a esses números, bem como no desempenho em tarefas relacionadas a eles. Para tanto, foi necessário investigar: o desempenho desses alunos em matemática no SARESP; suas atitudes em relação à matemática e de modo específico, às frações e aos números decimais; como o uso dos jogos pode contribuir para o ensino e a aprendizagem dos números racionais, sobretudo para o reconhecimento das diferentes representações de um número racional; construir, testar e apresentar um caderno de jogos e por fim, avaliar o possível impacto que os mesmos podem produzir sobre as atitudes e aprendizagem de conceitos e procedimentos pertinentes aos números racionais. Realizou-se, então, uma pesquisa quanti-qualitativa sendo utilizados para a coleta de dados: questionário informativo do aluno; escalas de atitudes em relação à matemática, às frações e aos números decimais (validada no âmbito deste estudo, cujo Alpha de Cronbach foi de 0,9535 no antes e 0,9395 no depois da atividade com os jogos); situações-problema; questionários e uma prova. Foram sujeitos desta pesquisa 20 alunos do 9º ano do ensino fundamental do período da manhã de uma escola estadual pertencente à Diretoria de Ensino de Lins. Constituindo a primeira etapa da pesquisa foram elaborados jogos pela pesquisadora para a aplicação com os alunos. Após a aplicação dos jogos, os alunos responderam novamente às escalas em relação aos números fracionários e decimais e refizeram parte da prova. Por fim, os alunos responderam a um questionário através do qual expressaram suas opiniões acerca do uso de jogos nas aulas de matemática. Diante disso, por meio de análise descritiva dos escores totais dos alunos feita antes e depois da atividade experimental com jogos, verificou-se quanto às atitudes em relação às frações que no momento antes o escore médio foi de 44,5 e no depois 53,2; quanto às atitudes em relação aos números decimais no momento antes o escore médio foi de 47 e no depois 52,7. Em relação ao desempenho na prova, no momento antes a média da classe foi de 7,0 e no depois 7,6, sendo que de 20 alunos, 18 tiveram aumento na pontuação. Assim, apresenta-se a constatação de que o uso dos jogos como ferramenta pedagógica impacta positivamente nas atitudes e no desempenho dos alunos do 9º ano do ensino fundamental.
In view of the fact that the performance in mathematics of a significant percentage of students in the 9th grade of elementary school in the State Education Network in the School Performance Assessment System of the State of São Paulo-SARESP is poor, in the present study, we investigated the relationship between the use of educational games, attitudes and performance in mathematics. Its general objective was to research and create games as a pedagogical tool with the potential to create situations and experiences favorable to the teaching of different representations of a rational number, which may positively impact the attitudes of students in the final years of elementary school in relation to these numbers, as well as performance on related tasks. Therefore, it was necessary to investigate: the performance of these students in mathematics at SARESP; their attitudes towards mathematics and specifically, fractions and decimal numbers; how the use of games can contribute to the teaching and learning of rational numbers, especially to the recognition of different representations of a rational number; build, test and present a game book and, finally, evaluate the possible impact that they can have on attitudes and learning concepts and procedures relevant to rational numbers. Then, a quantitativequalitative research was carried out and used for data collection: student's questionnaire; scales of attitudes towards mathematics, fractions and decimal numbers (validated in the scope of this study, whose Cronbach's Alpha was 0.9535 in the before and 0.9395 in the after activity with the games); problem situations; questionnaires and a test. Twenty students from the 9th grade of elementary school in the morning of a state school belonging to the Directorate of Education of Lins were subjects of this research. As the first stage of the research, games were developed by the researcher for application with students. After the games were applied, the students answered again to the scales in relation to the fractional and decimal numbers and remade part of the test. Finally, the students answered a questionnaire through which they expressed their opinions about the use of games in math classes. Therefore, by means of a descriptive analysis of the students' total scores made before and after the experimental activity with games, it was verified as to the attitudes in relation to the fractions that in the moment before the average score was 44.5 and in the after 53, 2; as for the attitudes in relation to decimal numbers at the time before, the average score was 47 and at the moment 52.7. In relation to performance in the test, in the moment before the class average was 7.0 and in the after 7.6, being that of 20 students, 18 had an increase in the score. Thus, it appears that the use of games as a pedagogical tool has a positive impact on the attitudes and performance of students in the 9th grade of elementary school.
In view of the fact that the performance in mathematics of a significant percentage of students in the 9th grade of elementary school in the State Education Network in the School Performance Assessment System of the State of São Paulo-SARESP is poor, in the present study, we investigated the relationship between the use of educational games, attitudes and performance in mathematics. Its general objective was to research and create games as a pedagogical tool with the potential to create situations and experiences favorable to the teaching of different representations of a rational number, which may positively impact the attitudes of students in the final years of elementary school in relation to these numbers, as well as performance on related tasks. Therefore, it was necessary to investigate: the performance of these students in mathematics at SARESP; their attitudes towards mathematics and specifically, fractions and decimal numbers; how the use of games can contribute to the teaching and learning of rational numbers, especially to the recognition of different representations of a rational number; build, test and present a game book and, finally, evaluate the possible impact that they can have on attitudes and learning concepts and procedures relevant to rational numbers. Then, a quantitativequalitative research was carried out and used for data collection: student's questionnaire; scales of attitudes towards mathematics, fractions and decimal numbers (validated in the scope of this study, whose Cronbach's Alpha was 0.9535 in the before and 0.9395 in the after activity with the games); problem situations; questionnaires and a test. Twenty students from the 9th grade of elementary school in the morning of a state school belonging to the Directorate of Education of Lins were subjects of this research. As the first stage of the research, games were developed by the researcher for application with students. After the games were applied, the students answered again to the scales in relation to the fractional and decimal numbers and remade part of the test. Finally, the students answered a questionnaire through which they expressed their opinions about the use of games in math classes. Therefore, by means of a descriptive analysis of the students' total scores made before and after the experimental activity with games, it was verified as to the attitudes in relation to the fractions that in the moment before the average score was 44.5 and in the after 53, 2; as for the attitudes in relation to decimal numbers at the time before, the average score was 47 and at the moment 52.7. In relation to performance in the test, in the moment before the class average was 7.0 and in the after 7.6, being that of 20 students, 18 had an increase in the score. Thus, it appears that the use of games as a pedagogical tool has a positive impact on the attitudes and performance of students in the 9th grade of elementary school.
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Palavras-chave
Desempenho, Números racionais, Jogos, Atitudes, Performance, Rational numbers, Games, Attitudes