Jogos e formação de conceitos matemáticos: um estudo fundamentado no ensino desenvolvimental

Abstract

The study proposes to investigate the following research problem: "What are the contributions of a didactic training experiment on the concept of numbering systems, using a structured game?". The theoretical foundation is substantiated by Davydov's theory of developmental teaching, Leontiev's theory of activity, by Elkonin's game psychology and Vygotsky's theoretical aspects. We present these authors in order to clarify our path in the structuring of the educational didactic experiment, highlighting the theoretical aspects adopted and explaining the assumed approach, namely: zone of personal and real development, movement from abstract to concrete, mediation, activity structure, game psychology, culminating in the formative didactic experiment. The research, of qualitative character, had as main focus the analysis of the training process of the students involved, in relation to the studied concept. In the methodology, in line with the theoretical contribution adopted, we chose mediation, empirical and theoretical knowledge to capture conceptual rudiments, when the research subjects performed the movement from abstract to concrete, the essence of the proposed experiment. To do so, we seek to film, photograph, annotate, dialogue with the subjects during the whole process, and then, in the light of the theory adopted, to emerge a synthesis of the contribution of the experience carried out. The research subjects were elementary school students, a sixth-year class, from a public school located in the urban area of the city of Jataí, state of Goiás, an institution where study activities were proposed under the guidance of the adopted theoretical approach, with the in order to develop teaching-learning to understand the essence of numbering systems of up to three digits, and, therefore, generalize to all bases. In this way, the research aims to contribute to the improvement of mathematics teaching methodology in the classroom context, with the purpose of arousing the student's interest in a spontaneous and creative way. As a result, we noticed the effective participation of the student in the process, an important fact in view of the theory adopted, as it allows the student to go through the study tasks under the guidance of the teacher in the search for the appropriation of the concept. In this perspective, the student must have an active role in search of his knowledge. We noticed important evidence of formation of the concepts covered, realizing that the student appropriated scientific knowledge during the activities carried out. We noticed the need for new research, mainly taking into account the social aspects and the conditions of school offerings, since we understand that in the school reality these are reflected, providing difficulties to carry out effective teaching-learning. As we are developing a research in a professional master's program, as a summary, a guide is presented describing the didactic experiment, hosted on a freely accessible website.