Banca de DEFESA: CLEUNICE MARTINS DE SIQUEIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CLEUNICE MARTINS DE SIQUEIRA DA SILVA
DATE: 29/03/2022
TIME: 14:00
LOCAL: Sala dos Conselhos
TITLE:

EDUCATIONAL PROCESSES IN THE TEACHING OF FRACTIONS: the contribution of the digital game Fraciomia from the perception of the academics of the degree in mathematics of the Instituto Federal Catarinense (IFC) - Campus Camboriú/SC

KEY WORDS:

Educational Processes. Math. Operations with Fractions. Technological Resources in Learning. Fraciomia.

PAGES: 140
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

Technology is embedded in people's daily lives beyond what we can perceive. In relation to the current generation, which is already born immersed in this digital world, the traditional way of teaching tends to present itself with less attractiveness every day. Every day, educators are faced with students who show low performance, lack of enthusiasm and even a certain aversion to teaching mathematics. On the other hand, teachers of this discipline feel little stimulated due to the difficulties faced in their work performance (LAURENTINO; FREITAS; NUNES, 2017, SANTOS; FONSECA, 2019). In this context, educational games when used in the school environment as pedagogical tools can contribute to arouse attention and positively assist in teaching and learning. From another perspective, a pedagogical game cannot just be an object of entertainment, it needs to have clear teaching objectives, and with resources so that the teacher can evaluate which games really fulfill their purpose. A base teórica elencada para fundamentar as análises da pesquisa contou com a colaboração de autores, como: Prensky (2012), Mattar (2010), Laurentino, Freitas e Nunes (2017), Santos e Fonseca (2019), Souza, Depresbiteris e Machado (2004), Coutinho e Alves (2016), Ramos (2013), Jappur, Forcellini e Spanhol (2014), Savi (2011), Feuerstein, Feuerstein e Falik (2014), Feuerstein (1990), Keller (1987, 2016), entre outros. The study was carried out with the objective of analyzing whether, in the perception of the students of the Mathematics degree course at the IFC campus Camboriú/SC, the Fraciomia game helps in the teaching and learning of fractions. To evaluate the game, John Keller's ARCS evaluation model and Reuven Feuerstein's Theory of Structural Cognitive Modifiable (TMCE) was adopted. This is an applied research, with a mixed and exploratory approach. Data collection was carried out through a questionnaire sent via online to the academics of 3 of the ongoing classes of the Mathematics course, academic year 2021. A total of 27 academics participated, whose answers were tabulated and analyzed in relation to the ARCS evaluation model and the TMCE. The results of the data analysis indicated, in the perception of the respondents, for the validation of the Fraciomia game as a tool to aid in the teaching-learning of the content of addition and subtraction of fractions with different denominators. However, it is considered to expand this study in a school environment with students of elementary school II and strengthen the results indicated here, that the Fraciomia game can help in learning. Also collaborating for the incorporation of technological resources, such as digital games, capable of contributing to the promotion of learning for a school environment more compatible with the preferences of this current generation.

BANKING MEMBERS:
Interno - 2322799 - AIRTON ZANCANARO
Externa ao Programa - 1801514 - CARLA MORSCHBACHER
Externa à Instituição - DANIELA KARINE RAMOS - UFSC