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Jogos na aprendizagem na matemática: uma proposta no 4º ano de escolaridade
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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Estágio no 1.º e no
2.º Ciclos e foi desenvolvido numa turma do 4.º ano de escolaridade. Assim, este estudo
tem como questão de investigação: “De que modo os jogos poderão contribuir para a
aprendizagem de novos conteúdos matemáticos relacionados com os números
racionais?”. Para responder à respetiva questão foram definidos os seguintes objetivos:
(i) Compreender quais as características dos jogos que se relacionam, ou não, com o
envolvimento dos alunos na realização dos desafios sobre números racionais; (ii)
Identificar as aprendizagens realizadas pelos alunos no âmbito dos números racionais
através dos jogos e da organização da aula; e (iii) Compreender qual a perceção dos
alunos sobre o contributo dos jogos na sua aprendizagem sobre números racionais.
A investigação seguiu uma metodologia qualitativa, com características de
investigação sobre a prática. Para a recolha de dados foram utilizadas técnicas, como
a observação participante, o inquérito por questionário e a recolha documental.
Durante a intervenção pedagógica foram realizados quatro jogos, com o
propósito de desenvolver aprendizagens sobre os números racionais não negativos.
Esta intervenção teve como metodologia de ensino a Aprendizagem Baseada em Jogos
e foi planeada de acordo com uma estrutura de aula de ensino exploratório. Os
resultados obtidos destacam que algumas características dos jogos parecem ter
contribuído para o envolvimento dos alunos na resolução dos desafios a eles
associados, como o sistema de pontos, enquanto outras não, como o controlo de tempo.
Foi ainda possível verificar que, ao longo dos jogos, os alunos desenvolveram
aprendizagens, como reconhecer que um número racional pode ser representado de
diferentes formas, relacionando-as entre si, e compreender a grandeza dos números. A
forma como a aula foi organizada também pareceu contribuir para as aprendizagens
dos alunos, destacando-se os momentos de discussão e sistematização, em que os
alunos apresentaram as suas resoluções e dificuldades e foi possível sistematizar os
conceitos abordados, facilitando a mobilização de conhecimento. Por último, foi possível
verificar que os alunos têm a perceção de que os jogos contribuíram para o
desenvolvimento de aprendizagens sobre os números racionais.
This report is part of the Internship Curricular Unit for the 1st and 2nd Cycles and was developed in a 4th grade class. The research question of this study is: “How can games contribute to learning new mathematical content related to rational numbers?” To address this question, the following objectives were defined: (i) To understand which characteristics of games are related to, or not related to, student engagement in tackling challenges involving rational numbers; (ii) To identify the learning outcomes achieved by students in the domain of rational numbers through games and lesson organization; and (iii) To understand students' perceptions of the role games play in their learning about rational numbers. The study followed a qualitative methodology with characteristics of practicebased research. Data were collected through participant observation, questionnaire surveys, and document analysis. During the teaching intervention, four games were played with the aim of fostering learning about non-negative rational numbers. This intervention employed Game-Based Learning as its teaching methodology and was structured according to an exploratory teaching model. The results indicate that certain game features, such as the points system, seemed to enhance student engagement in resolving the associated challenges, while others, such as time control, did not. Furthermore, it was observed that, throughout the games, students developed skills such as recognizing that a rational number can be represented in different ways, relating these representations to one another, and understanding the magnitude of numbers. The way the lesson was organized also appeared to support student learning, particularly during moments of discussion and systematization, where students presented their solutions and challenges, allowing for the consolidation of concepts and facilitating the application of knowledge. Finally, it was possible to see that students perceived the games as contributing positively to their learning about rational numbers.
This report is part of the Internship Curricular Unit for the 1st and 2nd Cycles and was developed in a 4th grade class. The research question of this study is: “How can games contribute to learning new mathematical content related to rational numbers?” To address this question, the following objectives were defined: (i) To understand which characteristics of games are related to, or not related to, student engagement in tackling challenges involving rational numbers; (ii) To identify the learning outcomes achieved by students in the domain of rational numbers through games and lesson organization; and (iii) To understand students' perceptions of the role games play in their learning about rational numbers. The study followed a qualitative methodology with characteristics of practicebased research. Data were collected through participant observation, questionnaire surveys, and document analysis. During the teaching intervention, four games were played with the aim of fostering learning about non-negative rational numbers. This intervention employed Game-Based Learning as its teaching methodology and was structured according to an exploratory teaching model. The results indicate that certain game features, such as the points system, seemed to enhance student engagement in resolving the associated challenges, while others, such as time control, did not. Furthermore, it was observed that, throughout the games, students developed skills such as recognizing that a rational number can be represented in different ways, relating these representations to one another, and understanding the magnitude of numbers. The way the lesson was organized also appeared to support student learning, particularly during moments of discussion and systematization, where students presented their solutions and challenges, allowing for the consolidation of concepts and facilitating the application of knowledge. Finally, it was possible to see that students perceived the games as contributing positively to their learning about rational numbers.
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Keywords
Aprendizagem Baseada em Jogos Ensino exploratório da matemática Números racionais Game-Based Learning Exploratory mathematics teaching Rational numbers