O jogo na perspectiva de resolução de problemas nos anos iniciais

Abstract

This research was carried out at a municipal public school in Jataí-Goiás and has as general objective to analyze how the game can contribute to the construction of knowledge aimed at solving problems. Seven classes were used to develop a didactic sequence elaborated by the researcher, addressing the insertion of games in the perspective of problem solving. It started with the following question: how can the game contribute to problem-solving teaching as a methodology for teaching mathematics in the 1st year of elementary school? The didactic sequence constructed during the research allowed a link between the learning and the learner. The qualitative approach was used, and data production was performed through semi-structured interviews, audio and video recording of the classes, the researcher's notebook, voice recording of the researcher and written evaluation of the students, who evaluated the games very well used. One of these games brings with it a problem to be solved and the other allows problematizing questions to be elaborated. In this way, through the production of data, the students were able to solve the situations proposed problems, through concrete materials or mental calculation. The final product is a sequence of activities developed by the researcher and the students.