Estratégias de ensino ativas em operações aritméticas: a aplicabilidade de jogos didáticos em alunos de EJA em Angical do Piauí-PI

Abstract

The teaching of mathematics is considered by many students as difficult to assimilate. Purely traditional class can make teaching and learning difficult. In this sense, the present work had the objective of evaluating the performance of students of 7th stage of Youth and Adult Education in the Átila Lira Unit School, a municipal public school, in the city of Angical do Piauí after using the didactic game about the four mathematical operations basic. The study was delimited by a qualitative-quantitative research. The sample space was 20 students of the seventh stage of the Education of Young and Adults in the Attila Lira School Unit. The instrument of data collection was a diagnostic questionnaire, followed by an interventional activity, ending with a post-test. Data analysis was performed by Content Analysis and by the statistical programs SPSS and Prism. It was observed that the students presented many difficulties in the four mathematical operations, mainly in division around 45%. After the execution of the didactic game. There was a better performance (p <0.001) of the students after the use of the didactic game. However, it is necessary that the teacher of this modality creates strategies that reflect the daily life of these students and make learning more meaningful