Os sujeitos presentes em uma sala de aula e em um jogo de RPG : uma revisão sistemática da literatura

Abstract

Resumo : Essa pesquisa tem como objetivo estudar o uso do RPG (role-playing game) em uma sala de aula voltada para o ensino da Matemática, tendo como público-alvo os professores de Matemática em formação inicial e continuada. Para isso foi efetuada uma revisão sistemática buscando analisar teses e dissertações que tenham como tema o RPG como ferramenta de ensino e aprendizagem em uma sala de aula regular do Ensino Básico, na disciplina de Matemática. Tendo, como base teórica, estudos, sobre o ensino lúdico e conceitos de um jogo de RPG, foram selecionadas 6 teses para serem analisadas. Essa análise ocorre com o intuito de responder quais são os papéis desempenhados pelo professor e aluno em um jogo de RPG, como a sala se organiza neste, e se o RPG pode contribuir para diminuir o preconceito e o medo com a disciplina de Matemática. Foi possível concluir que o RPG pode ser utilizado com diversas propostas pedagógicas e com foco variável, podendo introduzir conceitos, reforçar conteúdo, servir como avaliação, entre outros. Ao final foi possível concluir que o RPG pode ser uma boa alternativa para trazer dinamismo às aulas de Matemática e assim diminuir o preconceito com a disciplina, com os alunos tendo um papel ativo e construindo o conhecimento num ambiente cooperativo, lúdico e de respeito mútuo, sob a mediação e orientação do professor

Abstract : This work aims to approximate discussions regarding Emotional Mathematics and the Analysis of Errors in Mathematics Education in University, and it was designed based on a diagnostic evaluation, applied by the department of Mathematics, containing test questions on the matters of school math and others, that aimed to characterize a profile of those starting undergraduate courses (only the ones containing any subjects of Mathematics on their pedagogical programs) at the Federal University of Paraná. Therefore, the diagnostic evaluation was applied in the following courses: Administration, Agronomy, Computer Science, Biological Sciences, Economic Sciences, Engineering, Physics, Geology, Biomedical Informatics, Mathematics, Industrial Mathematics, Chemistry and Zootechny; however, the focus of the study was on Biological Sciences, Administration, Cartographic Engineering, Agronomy, Economic Sciences, Geology and Zootechny, cause its students showed a bigger percentage of fear and displeasure regarding Mathematics. Based the results of the diagnostic evaluation, another evaluation was applied to the students only, objects of this study on Mathematics affectivity. The collected data from both questionnaires were analysed based on studies regarding Emotional Mathematics and the Analysis of Errors. Comparing discussions between the analysis of errors and mathematics affectivity, it was noticeable that many errors might be originated from conceptions and emotions. Conceptions like the professor as being the owner of knowledge and the student as a passive subject, the one who seeks appropriation of the rules in mathematics, without giving meaning to the operations done. In this perspective, the good student of Mathematics is the one who "practiced" constantly to be able to solve the problems

Abstract : This research aims to study the use of RPG (role-playing game) in a Mathematics’ classroom, focusing on teachers in initial and continuous formation. For this, a systematic review was conducted to analyze theses and dissertations that have RPG as a teaching and learning tool in a regular classroom of Basic Education in Math. Based on theoretical studies, on playful teaching and of an RPG game and its concepts, 6 dissertations were selected for analysis. This analysis is performed to answer what roles are played by the teacher and the student in an RPG game, how the classroom is organized, and if the RPG can contribute to reduce prejudice and fear to the discipline of Mathematics. It was possible to conclude that the RPG can be used with several pedagogical proposals and with variable focus, being able to introduce concepts, reinforce content, serve as an evaluation, among others. At the end it was possible to conclude that RPG can be a good alternative to bring dynamism to mathematics classes and thus reduce prejudice to the discipline, with students taking an active role and building knowledge in a cooperative, playful and mutual respect environment, under the guidance of the teacher