Tarumbeta: um recurso didático para ensino-aprendizagem de análise combinatória no ensino médio

Abstract

With the increasing need to look for improvements in Mathematics teaching, especially in the contents of combinatorial analysis, this study demonstrates the potentials of a game of African origin, Tarumbeta, little known in the country, but which, inside, behind rules and strategies, there are innumerable possibilities to explore mathematical subjects in a dynamic way with students. One of these forms is related to the combinatorial analysis content. Because of this, the study made it possible to analyze the implications of this game to see if it actually contributes to overcoming difficulties in the teaching-learning process of combinatorial analysis, having, in view of this, the need to work on Law 10.639 / 2003 dealing with compulsory of teachers working on Afro-Brazilian culture in mathematics. For that, a qualitative research was used through the case study, in which 01 teachers and 15 students from a 2nd grade IFPI/Angical class were interviewed, with 03 questionnaires, 02 of them with students and 01 with professor . According to the analysis of the results, it was possible to perceive that this game served to analyze the difficulties of the students and the development in solving problems involving arrangement, permutation and combinations linked to the game, contributing as an interesting resource to work in class