Aritmética em sala de aula : jogos, mágica, diversão e desafios

Abstract

Arithmetic in Classroom: Games, Magic, Fun and Challenges have as their purpose to intervene in the reality of the classroom; to the teacher is to offer diverse activities on the same subject; to the student is to allow the emergence of attitudes favorable to Arithmetic. This work is presented in a form of summaries; it has a little about the curricular structure of Mathematics over the years and also the various formulations about the teaching- learning process, the roles of the student and the teacher in this system, specifi cally in the logical construction of Mathematics. It is needed to understand some strategies and methods in the fi eld of the teaching of this discipline. In addition, to show some of the specifi cities that the learner should develop an integral education which is consistent to the current century and also contributions that this fi eld of knowledge can promote. The research was divided in three stages: the first one corresponds to the theoretical foundation on the process of teaching learning; Followed by a collection of activities developed by other researchers and sometimes adapted by the students themselves and the third, with the conception of relevant aspects to the teacher's practice, resulting in sequences that foster the diversity of activities that are classifi ed as playful, low cost and easy to build and manipulate; problem solving, with emphasis on OBMEP and ENEM issues; linked to historical curiosities which are inserted in the same theme. As an example of how to work the methodological proposal addressed, the theme "Financial Mathematics" was chosen and a didactic sequence was presented. At the end of the project, a questionnaire was applied to the students in order to understand if the practices had any relevance in their learning or if they have produced positive attitudes towards the subject studied. It is known and ratifi ed in this work that the combination of such activities prioritizes the process of knowledge construction in a substantial way, although behavioral changes can take days, months and even years. Yet, multiple experiences are designed in an interesting and challenging way by the learners.