Jogos matemáticos e mediação docente

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Patrícia Pereira
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引用次数: 0

Abstract

The article discusses educational actions planned intentionally with the use of games like Trigger learning Situation for internalisation of theoretical knowledge through the action and reflection as a result of mediation. Participants were 8 children of 2nd year of elementary school, selected by the teacher of the class. The investigative procedure took as a reference using a Guiding teaching Activity, through Being Learning Situations, verifying that the game, when used under the historical-cultural approach, triggers learning some concepts inherent in the operations of addition and subtraction. To this end, the games used CUBRA A SOMA and FECHE A CAIXA. The study consisted of five teaching activities with each game. The results indicated that the mediations, associated with the motivation of children, during the Teaching activity, can provide the development of highter psychological functions.
数学游戏与教学中介
本文讨论了利用《Trigger learning Situation》等游戏有意策划的教育行动,通过行动和反思来实现理论知识的内化。参与者是8名小学二年级的孩子,由班级老师挑选。以“指导性教学活动”为参照的调查程序,通过“存在学习情境”验证了在历史文化方法下使用游戏可以触发对加减法运算中固有概念的学习。为此,游戏使用了CUBRA A SOMA和FECHE A CAIXA。该研究包括五个教学活动,每个游戏。结果表明,在教学活动中,与儿童动机相关的中介可以提供高级心理功能的发展。
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来源期刊
Revista on Line de Politica e Gestao Educacional
Revista on Line de Politica e Gestao Educacional EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
132
审稿时长
12 weeks
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