Jogos pedagógicos em matemática no ensino médio: mais que motivação, metodologia

Abstract

Well-known issues by authors of the scientific community, in Education and Educational Psychology, state that the practice of pedagogical game has been effective in any level of teaching. Nevertheless, the game is little used as an effective tool in teaching /learning Mathematics, for High School, but as a pedagogical motivating element. In the beginning, it was questioned about the possibility of using the pedagogical game in Mathematics for High School, to be considered as methodology, going beyond the methodology of problem solving, as one targeted to the development of the student that helps to lead to social emancipation. The research showed the use of it in High School, a specific way in Mathematics, to take advantage of very difficult contents, as Trigonometry and Mathematics of Casualty, with all the steps that anteceded and succeed the playful character procedure, analyzed and compared, as methodology and not only as a mere playful element. The research is constituted of study and analysis of cultural representation of games, detaching the social and pedagogical functions, from the teaching of Mathematics, making clear the social culture way. It was taken into consideration that it is not possible to think about pedagogical functions without thinking about interdisciplinary connections as Art, Philosophy-mainly Ethics-Anthropology, Mother Tongue, History and Psychology. The thesis was developed into parallel levels, connected and oriented, as a Cartesian system: in one axis we have the theoretical basis and in the other the creation and the use of pedagogical game methodology in Mathematics for High School, especially for the contents of Mathematics of Causality and Trigonometry. The theoretical basis was done by subjects, in the three first parts, meanwhile the validation of practices and conclusions were presented in the two final parts