As frações e os jogos matemáticos: uma relação de interação em turmas do 6o ano do ensino fundamental

Abstract

This research is due to the fact that content fractions was identified, in the midst of an investigation with teachers of the municipality, as being the most problematic at getting to make the city's students reach a satisfactory learning in assessments. The objective of this work is the development, implementation and analysis of a didactic sequence aimed at promoting ownership of the content fractions by students, through mathematical games in classes of 6th grade elementary school of the Messias-Al municipality. It is based mainly on Vygotsky ideas advocating active student participation in the learning process and which has as one of the points of convergence with Piaget's theory the idea that the game is an important educational resource that provides learning. The work has as a methodological foundation to Didactic Engineering, a methodology that studies the work done in the classroom through an internal validation process, ie comparing what students know before having contact with the teaching tool with what he could understand after the completion of the work. The didactic sequence proposal aims to improve the quality of math classes, helping students in performing daily activities involving content fractions and encouraging teachers to work the playful more spontaneously, directing them to the growth and maturation of a most appropriate pedagogical practice to the student.