Título:	Jogar, aprender e ensinar : ressignificação da matemática por estudantes de pedagogia
Autor(es):	Silva, Gileade Cardoso
Orientador(es):	Sá, Antônio Villar Marques de
Assunto:	Jogos educativos - matemática Jogos - aprendizagem Matemática - aprendizagem e trabalho pedagógico Pedagogos - formação
Data de publicação:	16-Abr-2020
Data de defesa:	16-Ago-2019
Referência:	SILVA, Gileade Cardoso. Jogar, aprender e ensinar: ressignificação da matemática por estudantes de pedagogia. 2019. 187 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	This Masters in Education investigation, from the Science and Mathematics group of the University of Brasília, through theoretical dialogue and its instruments and methodological procedures, aimed to answer the questions: what subjective meanings in mathematical learning are produced in early-years and primary teachers initial training through mathematical games? Can mathematical games contribute to the recognition of the future teacher as a mathematician and thus favour his/her mathematical training? Therefore, we see play as a means of mathematics re-signification for the future teacher. Through Muniz (2010, 2016) and Vergnaud (2009) we have aimed to understand what means play in mathematics and its implications for the production of meanings, and schemes and theorems in action. Based on Freire (1996), Linell (2009), Muniz (2009, 2014), Nacarato, Mengali and Passos (2009), Valsiner (2012), we discuss ‘play’ as a means of learning and teaching mathematics through dialogue, and the constitution and recognition of the Mathematical Educator. What does the teacher who will teach math in early-years and primary school know? But before that, we discuss what means to learn mathematics, focussing on some historical trend (FIORENTINI, 1995) and the contributions of psychology (GONZÁLEZ REY, 2006). The participant research, of qualitative nature, was conducted in the second semester of 2018, during one subject of the undergraduate course in Education at a federal university in the Mid-West of Brazil. Over the course of two months, we investigated what mathematics meant to the 32 students, through the initial questionnaire. In order to understand the meanings, concepts and schemes of mathematical thinking of the participants, we sought through the dialogue, through the activities and game played in each lesson, to analyse procedurally and organically the representations and solutions of problems present in the game. In addition, we developed an instrument for every Textual Production meeting we held, for each game, so that they could think and reflect about their own actions in relation to the possibilities of mathematical learning in that game. In other words, what subjective meanings were produced, so that in the end we could analyse whether there was a resignification of learning and teaching mathematics to those future teachers? For that, we prepared a final questionnaire. Learning and teaching mathematics are not, however, meant only for those who allow themselves to play the game, such as the future teachers who collaborated in this research, who through playing, meanings, beliefs, feelings and mathematical concepts were redefined. According to one of our collaborators, "I could be sure that I can and want to change my relationship with mathematics, so that I can transmit to my learners." The activities from this research changed teachers’ views as: I need to do it differently; "It needs to be lighter and not only explanation of exercises on the board," because "playing for me makes math more pleasant and easy." And they realised in playing the possibilities of learning mathematics, a mathematics that is more understandable, in a relationship of no more distance, but of proximity.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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