Ensino e Aprendizagem de Frações, mediado por Jogos, em Espaços Virtuais

Abstract

Faced with the difficulties encountered by teachers in making mathematics content more meaningful to students, promoting interaction between student-student and student-teacher, in remote teaching, online digital games become an important strategy in the pursuit of cognitive development and thinking. logic of students in teaching mathematics. In this sense, the present work aims to understand how the game changes and contributes to the student's interaction with mathematical knowledge, as well as other interactions of a social nature, when inserted in a situation of teaching and learning fractions. And, to achieve this objective, we defined as a research methodology, of a qualitative nature, the elaboration of a pedagogical proposal for the teaching and learning of fractions in virtual environments, whose application was carried out through a workshop at the XVIII Academic Mathematics Week. , having as main theoretical references Muniz (2018) and Duval (2011). In the analysis of the work carried out, we realized that the teacher needs to understand that the different concepts of games and the concern with the mobilization of different types of semiotic representation registers enhance the game as an important pedagogical resource for the learning of mathematical concepts that need to be mobilized. when playing the game.