Jogos digitais no ensino da matemática como auxílio na prática docente
This work aimed to analyze the contributions that digital educational games provide for learning mathematical concepts for students in the 6th grade. Many students see mathematics as a difficult discipline, with this, the teachers are faced with some difficulties, among them, is the increasing numbe...
| Autor principal: | Hoffmann Junior, Vilmar |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/11585 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
This work aimed to analyze the contributions that digital educational games provide for learning mathematical concepts for students in the 6th grade. Many students see mathematics as a difficult discipline, with this, the teachers are faced with some difficulties, among them, is the increasing numbers of disapproval, due to the low understanding of the contents. Therefore, it is necessary to search ceaselessly for new forms that support their practices more consistent with the current panorama. In the theoretical framework, the importance of the use of information and communication technologies (ICTs) is addressed. In this context, we present the changes that informatics provided to society and to the school, as well as the contribution of digital games to teaching-learning. Mathematics discipline. In addition, the advantages of the use of Scratch, as a pedagogical tool for the production of digital mathematical games, were sought through works by authors of the area. Thus, a game was developed in Scratch environment with the objective to review the content of graphs, its classification, for students of the 6th year of elementary school, in order to encourage the use of digital games as an aid to teaching practice. It was concluded that games allow many advantages for teaching-learning of mathematics and contribute to pedagogical practice, reflecting on the quality of learning, however, if not correctly applied by teachers, the use of this resource is invalid. The role of the teacher in this process is fundamental. |
|---|