A construção do conhecimento em crianças com dificuldades em matematica, utilizando o jogo de regras Mancala / The knowledge construction of children who show difficulties in mathematics, by means of the Mancala games of rules

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Based on Jean Piaget s Psychogenetics Theory, this research aims at the analysis of the steps of acquisition as well as the knowledge that refers to the rules and the strategies of Mancala game, following the Kalah model. This analysis is applied on children who show difficulties dealing with Mathematics, and also the ones who don t show any difficulty in this area of knowledge. It is more specifically based on: identify the previous knowledge related to arithmetical calculations in both groups as well as the notion of conservation of discreet amounts implied in the game; analyze the mistakes related to the rules and strategies; analyze the arguments presented in the intervention section and compare the improvement evolution of the game between the two groups of participants. Twenty four children were selected, twelve presented difficulties in Mathematics (group A) and the other twelve had no difficulty in this area of knowledge (group B), aged 9 and 10 years, students of the third year of Elementary School belonging to a public school of a small town in the state of São Paulo. The participants of both groups were selected by the children s teacher. Six individual sessions were accomplished with each participant, twice a week. Each session lasted for about 50 minutes. The researcher played 13 games with each child. On the first session, arithmetic problems were proposed together with the notion of conservation of discreet amounts implicit in the game. Then, all the game rules were transmitted and the game was played. On the second session the rules were related in a summarized way and the game was played four times so that the children could learn it. From the third to the sixth session, the game was played twice each meeting, when the researcher worked questions of three different targets and styles - questions to explore the rules, plan the games and justify the strategies. The procedure of analysis of data consisted of: evaluating the children s answers to the questions of arithmetic as well as notion of conservation of discreet amounts implicit in the game; identifying and classifying the types of strategic and rule errors made by the children during the game; categorizing the answers related by the participants during the sessions of intervention; comparing the quantity and kind of errors made as well as the answers given by the two groups of participants. There was a tendency of fall in the percentage of errors of rules, but not related to the percentage of strategic errors. Comparing the first to the eighth time the game was played, it was evident that Group A showed a significant improvement related to strategies and Group B improved the rules. The biggest percentage in the errors of rules in the games was concentrated in Group A. It was not statistically demonstrated any significant difference related to the percentage of strategic errors between the groups. Nevertheless, it was observed that children belonging to group B were aware of the errors faster than the other group and that the quality of types of errors made indicated procedures with a highest level of complexity. Group B provided better answers related to the rules, the strategies as well as the anticipation.

ASSUNTO(S)

distrubios da aprendizagem jogos - regras learning disabilities mancala game of rules

ACESSO AO ARTIGO

Documentos Relacionados