Utilização do jogo "Divisão em Trilha" na aprendizagem de conceitos de divisão: um estudo

Abstract

This work aimed to investigate how the game “Division in Track”, applied to students of the sixth year of Elementary School of a State school in the northwest region of Paraná, can contribute to the learning of the operation of division and concepts (multiples and divisors). The research took a qualitative approach; the data were obtained through written records in the activities and questionnaires applied to students participating in the research and through audio and image recordings. The results were interpreted using the Vygotskyan framework, in which the game was considered a mediator of knowledge. The results show evidence that this game made it possible to learn the division operation, by allowing students to interact through mediation characterized by the Vygotskyan approach; collaborated to carry out work in groups and in pairs, providing a favorable, dynamic, fun, and pleasant environment for mathematical learning. Thus, the game is recommended as a potential educational product for students of basic education, in view of the teaching of division by teachers who teach mathematics.