Os jogos de papéis como recurso lúdico colaborativo à interpretação e à solução de problemas matemáticos por alunos do 5º ano do ensino fundamental.
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2021-02-11
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Universidade Estadual Paulista (Unesp)
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A presente pesquisa objetivou investigar a utilização dos ‘jogos de papéis’ enquanto recurso lúdico colaborativo à interpretação e à solução de problemas, junto a uma turma de 25 alunos pertencentes ao 5º ano do Ensino Fundamental, de uma escola pública do município de Bauru/SP. A ideia de realização desta pesquisa surgiu de uma inquietação perante as dificuldades desses alunos frente à solução de problemas. Para tanto, buscou-se responder à seguinte questão de pesquisa: De que maneira os jogos de papéis, aplicados em uma turma de 5º ano do Ensino Fundamental, podem contribuir para a interpretação e solução de problemas matemáticos? Os instrumentos de análise utilizados foram: Entrevista 1; aplicação dos jogos de papéis (“feira”, “banco”, “lanchonete”, “mercadinho” e “papelaria”); Entrevista 2, Entrevista 3; Atividades Diagnósticas e com fins diagnósticos e Atividade Diagnóstica Final. Os dados foram analisados qualitativamente, mediante a Análise de Conteúdo, de acordo com Bardin (1977), conforme categorias de análise estabelecidas à priori, com base nos estudos de Mayer (1992) e Sternberg (1992). Esses jogos foram aplicados com o propósito de articular a matemática com situações cotidianas. Os resultados mostraram que a utilização dos “jogos de papéis” trouxe benefícios à interpretação e à solução de problemas, visto que os participantes puderam vivenciar a aplicabilidade dos conteúdos matemáticos e executar, de forma prática, o planejamento das estratégias por eles cogitadas para essa solução.
The present research aimed to investigate the use of 'paper games' as a collaborative play resource for the interpretation and solution of problems, with a class of 25 students belonging to the 5th year of elementary school, from a public school in the city of Bauru / SP . The idea of conducting this research arose from a concern about the difficulties of these students in the face of solving problems. To this end, we sought to answer the following research question: How can ‘paper games’, applied to a class of 5th grade of elementary school, contribute to the interpretation and solution of mathematical problems? The analysis instruments used were: Interview 1; application of role games ("fair", "bank", "snack bar", "small market" and "stationery"); Interview 2, Interview 3, Diagnostic and diagnostic activities and Final Diagnostic Activity. The data were analyzed qualitatively, through Content Analysis, according to Bardin (1977), according to categories of analysis established a priori, based on the studies of Mayer (1992) and Sternberg (1992).These games were applied with the purpose of articulating mathematics with everyday situations. The results showed that the use of “paper games” brought benefits to the interpretation and solution of problems, since the participants were able to experience the applicability of mathematical content and execute, in a practical way, the planning of the strategies they considered for this solution.
The present research aimed to investigate the use of 'paper games' as a collaborative play resource for the interpretation and solution of problems, with a class of 25 students belonging to the 5th year of elementary school, from a public school in the city of Bauru / SP . The idea of conducting this research arose from a concern about the difficulties of these students in the face of solving problems. To this end, we sought to answer the following research question: How can ‘paper games’, applied to a class of 5th grade of elementary school, contribute to the interpretation and solution of mathematical problems? The analysis instruments used were: Interview 1; application of role games ("fair", "bank", "snack bar", "small market" and "stationery"); Interview 2, Interview 3, Diagnostic and diagnostic activities and Final Diagnostic Activity. The data were analyzed qualitatively, through Content Analysis, according to Bardin (1977), according to categories of analysis established a priori, based on the studies of Mayer (1992) and Sternberg (1992).These games were applied with the purpose of articulating mathematics with everyday situations. The results showed that the use of “paper games” brought benefits to the interpretation and solution of problems, since the participants were able to experience the applicability of mathematical content and execute, in a practical way, the planning of the strategies they considered for this solution.
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Ensino de matemática, Jogos de papéis, Solução de problemas, Mathematics teaching, Paper games, Problem solving