O lúdico como facilitador do ensino aprendizagem em conceitos de geometria para alunos do ensino fundamental

Abstract

This work consists of a qualitative research delimiting when the nature of the research, explanatory. The following research is based on the knowledge of geometry acquired in the school years by the students of this study and the use of additional tools to understand new concepts of the area of study. The research was aimed at 7th grade students. In this research we used as a tool to obtain the information the questionnaire, and the puzzle (tangram). This paper aims to analyze the effectiveness of using the puzzle as a support tool in the teaching of geometry. For a better understanding of the proposal development we defined the specific objectives: To make the game to be used in the study of geometry concepts; Apply the game as a support tool in the teaching - learning process of Geometry concepts for elementary students of the public school network of Teresina - PI; Identify students' difficulties in learning geometry; To identify the potentialities of the puzzle as a content facilitator in the Geometry teaching - learning process for students with learning disabilities in the field of geometry. Taking into consideration what has been exposed, then the problem question of this study is formulated: Can the use of tangram as a support tool reduce learning difficulties in geometry? For a better understanding of the study we base the research on authors such as: Alves; Gaideski; Carvalho Jr. (2010), Lorenzato (2005), Piaget (1997); Vygotsky (1979). With the conclusion of the project and its proper analysis, it was found the effectiveness of using Tangram to teach initial concepts in geometry, and the construction of meaningful student learning, where teacher and student could learn clearly and objectively using the means alternatives as a facilitating form of this learning.