A ação como ferramenta de aprendizagem

Abstract

In recent times, there has been a significant increase in studies that advocate ludic activities as a teaching strategy. Authors such as Jean Piaget, Ubiratan D’Ambrósio, Nilton José Machado and Paulo Freire have highlighted the role of experiential learning in intellectual growth and social interaction, both of which are fundamental questions in the development of the individual. This study has as its focus the practical application of ludic activities. We proposed a methodology that would provide students with pleasant and relevant experiences designed to stimulate their interest in mathematics. The subjects of our study were second-level students from a state school in Itapissuma, Pernambuco. Students engaged in simple and enjoyable activities that had some connection with their daily lives. These activities were used outside the classroom, prior to the conceptual exposition. They were related to the subject being taught—similar triangles—and prepared in order to arouse curiosity and foster social skills, self-learning, creativity, and logical reasoning. After the subject had been taught and discussed in class, a written test was applied to validate the methodology. We have devoted a chapter of this study to Ludi mathematici by 15thcentury author Leon Battista Alberti, which was an inspiration to our work. Alberti showed how mathematical relationships could be used to carry out measurements without specific apparatus. This study concludes that mathematics can be an enjoyable experience for students and that an important tool in achieving this is the use of ludic activities in the teaching-learning process.