Matemática Recreativa nas Aulas de Matemática: uma experiência no 7º ano do Ensino Fundamental
DOI:
https://doi.org/10.30612/tangram.v8i1.19109Keywords:
Ensino de Matemática, Matemática Recreativa, Motivação escolarAbstract
This article presents some results of a master’s research that aimed to investigate how Recreational Mathematics (RM) regularly inserted into a class of the final years of elementary school can contribute to students’ attitudes. The idea for developing this investigation arose from the desire to intervene in the apathy and demotivation of students. Considering that motivation can influence the learning of any subject, we sought in RM an alternative to engage students more actively. Thus, a set of playful activities and challenges were selected and proposed weekly to 7th-grade students of a public school in the state of Paraíba (Brazil). The observation of the class’s behavior, before, during, and after the application of the activities, was recorded through notes in a field notebook, audio recordings, questionnaires, and notes from the students themselves. We then carefully read the transcripts and field notes, looking to identify positive and negative attitudes of the students in regular math classes as well as in activities involving RM. As results, we observed that the regular insertion of this type of activity led to changes in students’ attitudes in class, an increase in attendance, and the completion of proposed tasks - even after the end of the playful activities. We concluded that the systematic insertion of RM in classes has the potential to awaken students’ interest/motivation in mathematics and can contribute to assisting teaching practice.
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