Navegando por Autor "Moura, Tarcisio Junqueira"

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    Probabilidade e jogos digitais: uma experiência com o software GeogGbra no ensino médio
    (Universidade Federal de Goiás, 2020-03-27) Moura, Tarcisio Junqueira; Freitas, Thiago Porto de Almeida; http://lattes.cnpq.br/5154082262879445; Freitas, Thiago Porto de Almeida; Bergamaschi, Paulo Roberto; Camargo, José Ivanildo Felisberto de
    This paper describes a survey conducted with students of third year high school, students from a state school in the city of Uberlândia, in the perspective of an alternative practice to be inserted in the mathematics classes. The objective was to investigate the use of technology and digital games in teaching and learning probability. For the development, didactic sequences involving digital games were elaborated through dices constructions in GeoGebra software permeated by probability issues. The research of this work has a bibliographic and field character, since bibliographic research took place that culminated in the elaboration of didactic sequences about digital games with constructions in GeoGebra, manipulated by participants in the probability study. The participants were the protagonists of the fieldwork in the exploration of the digital games, in the computer lab, with the interaction of the research professor. In the activities, the students expressed their opinions, expectations and experiences about their contact with the mathematical content in question and the didactic proposal performed by them. The construction of the dices in the digital environment and the elaboration of mathematical issues from the game created showed possibilities of exploring the creativity of teachers to seek or create alternative and modern dynamics for the teaching of mathematics. We carried out analyzes with data produced according to students' records, both in the resolution of probability questions and in their reflections about the activities. Students' successes and errors were analyzed in an attempt to understand their knowledge regarding probability. Their reflections and opinions about the activities were categorized, in order to express common ideas. It was noticeable that the insertion of the technological resource, with the use of digital games, pleased the students, provided moments of study, fun and much interaction between them. It was also possible to notice that such dynamics strengthened the teaching and learning probability and enabled students to see the content in their practices even outside the school, and further develop their reasoning for situations that require probabilistic knowledge.