Os jogos baralho da trigonometria e bingo dos senos-cossenos como recursos de ensino para a aprendizagem significativa em matemática

Abstract

This research aims to build a teaching proposal related to the concepts of sine, cosine, tangent, angles (in radians and degrees) and trigonometric circle, having the methodology of mathematical games as a didactic resource allied to the theory of meaningful learning by David Ausubel, in the In order to answer the following guiding question: how can the game as a didactic resource contribute to the significant learning of students in trigonometry classes? In order to do so, an exploratory and bibliographical qualitative theoretical research was carried out, which contains: a bibliographic review about the use of games in the teaching and learning of Mathematics, the assumptions of Ausubel's theory of meaningful learning and, finally, a teaching proposal, which has two stages: one consists of the construction of a didactic sequence, which enables greater reinforcement of the contents covered through games: trigonometry deck and sine-cosine bingo and the other presents the construction and analysis of the possibilities of the aforementioned games. The results indicate that games as a teaching methodology can add to the mathematics teaching and learning process, since with the elaborate teaching proposal, on the one hand, it can contribute to the formation of the Mathematics teacher, by providing guidance and didactic-pedagogical possibilities that contribute to the expansion of their teaching practice. On the other hand, through built games, with trigonometry contents approached in a more significant, dynamic and pleasant way, it can allow the development of skills and abilities by students, such as: concentration, creativity, criticality, discipline, work as a team, as well as socialization among the individuals involved.