Banca de QUALIFICAÇÃO: LARISSA BENTO DE SOUZA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LARISSA BENTO DE SOUZA
DATE: 26/04/2023
TIME: 19:00
LOCAL: https://meet.google.com/tvc-nftf-hwx
TITLE:

RECREATIONAL MATHEMATICS IN ELEMENTARY SCHOOL CLASSES

KEY WORDS:

Mathematics Teaching. Recreational Mathematics. Motivation. Activities Notebook.

PAGES: 133
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research studies aspects related to motivation in the school context, considering it relevant for the good development of students, and presents Recreational Mathematics (RM) as a methodological alternative to Mathematics classes. The research's guiding question is: how can the use of a set of activities aimed at RM, worked systematically and regularly in an elementary school class, impact the students' relationship with mathematics classes? As a general objective of the research, we aimed to evaluate the perception of elementary school students about mathematics classes when RM is regularly used. In order to achieve the general objective, we established the following specific objectives: to analyze the behavior of students during mathematics classes, before and after the introduction of RM, to examine questionnaires related to the students' perception of the mathematics class, to prepare a notebook of recreational mathematics activities to be applied in a group of the 7th grade of elementary school (Educational Product). For this qualitative, action-research study, data were collected through field notes, audio recordings, questionnaires, and student homework sheets. Therefore, we carried out observations in the classroom to analyze the behavior of students during math classes before, during and after the application of the prepared activity book, as well as applying questionnaires (interview - opinion poll) to understand the students' perception about math classes and, also, we inserted in the school routine the use of an activity book during a period of ten weeks of the regular school year. In order to analyze the collected data, we carefully read the transcripts and field notebook notes, identifying situations considered positive or negative attitudes on the part of the students, in relation to the regular introduction of RM in the classroom. As preliminary results, we point out that the insertion of RM in the classroom provided changes in the attitudes and perceptions of some students and a significant increase in the number of those who actively participated in classes and involved themselves in the proposed tasks was noticed. We conclude that the insertion of systematic RM in the classroom has the potential to awaken students' interest/motivation in mathematics classes, and can help to help teaching practice, making the process of teaching mathematics more meaningful.

COMMITTEE MEMBERS:
Presidente - 1630654 - FERNANDO GUEDES CURY
Interna - 3331328 - GISELLE COSTA DE SOUSA
Externo à Instituição - SINVAL DE OLIVEIRA - UFT