A utilização de jogos por licenciandos em Matemática como recurso pedagógico em aulas de Matemática em um museu

Abstract

This research aims to identify as students of the Degree in Mathematics in training, make use of mathematical games in the teaching-learning process and how the work with them contribute to their initial training. To reach this goal, we try to answer a few questions: How do students of Mathematics Degree make use of mathematical games in the classroom? And how can the use of games impact the practice of these graduates as future Mathematics teachers? The work was developed in the modality of qualitative research, focusing on the study of the individual with all its complexity in its insertion with the sociocultural and natural environment. Fieldwork was carried out in the mathematics laboratory of a living science and technology museum in the State of Paraíba, where we observed the practice of some graduates of the Mathematics Course of a Public University of the State of Paraíba, participating in a project, while ministering experimental classes in grades 6 and 9 of elementary school in various public schools. The data collection instruments were the observations of the classes taught in the museum by the Mathematics graduates, the meetings for the planning of the activities and through interviews with four of the licensees that are part of the project, which were recorded in audio and transcribed later. The analysis of the interviews took place via the Discourse of the Collective Subject - DSC (LEFÉVRE & LEFÉVRE), an analysis instrument recently developed in Brazil. Among the results we highlight: that all stressed the importance of participation in the project and the use they made of the games in the classroom environment, because in the course of the project in which the licensees made use of mathematical games as an educational tool, their position in relation to the teaching-learning process was that of mediator, since they always sought to lead the students to construct the concepts studied, there was a change of vision regarding what is mathematical education and also about what is to teach, they became aware of it of the importance of the planning of the activities, since before carrying out any activity for the students participating in the project, the planning was done with these licensees who acted in the project as monitors by the coordinator and the students of the Graduate, the autonomy was developed, since they had the opportunity to act as teachers in various classes of the basic school and contributed also in the training of reflective teachers. In this way, we can conclude that the benefits of working with games are not limited to students, but also extend to the teacher training and through this experience in the project, the licensees could see in practice the potential of working with games in the classroom environment, once they experienced that when they worked with classroom games, the involvement of students in relation to learning occurred more intensely, more pleasurable and more dynamic, because most of the time the students have actively participated in their own learning process and helped to break down barriers such as the student's attitude towards mistakes, socialization, both in the pupil / student relationship as well as in the teacher / student relationship, once they feel more at ease to express their opinions and doubts. For this reason, we argue that games should not only be inserted in primary schools, but also in the initial teacher training courses.