Authors :
Cristiano Natal Tonéis; Rosa Monteiro Paulo
Volume/Issue :
Volume 8 - 2023, Issue 9 - September
Google Scholar :
https://tinyurl.com/2s3jedct
Scribd :
https://tinyurl.com/4jc7b74f
DOI :
https://doi.org/10.5281/zenodo.10021713
Abstract :
This text presents aspects of a research
project in which the possibilities for teaching fractions
when playing the game Slice Fractions - Math Makers
are questioned. The aim is to get to know the game in
order to identify what it opens up for teaching fractions
and to analyze the way in which meanings are made
possible for the students who play it. The constitution of
knowledge in the act of "playing the game" favors the
signification of mathematical objects due to our
presentiality, situated as an element of playing in this
movement, involving an active methodology for
understanding fractions. By playing Slice Fractions, we
can outline a methodology for games in the classroom
and, with this, explore the updates resulting from the
experience with games. As a result of the research, we
can see the meanings of fractions such as: number;
ordering; part-whole; proportion; quotient;
representations and ideas relating to operations with
fractions. We point to a path with Digital Game Based
Learning - DGBL - in the school context, as well as
explaining the demands that the presence of the game in
the classroom implies for the way of being a professor
and the possibilities of activities resulting from this
process.
Keywords :
Games; Meanings of Fractions; Math Education; Phenomenology.
This text presents aspects of a research
project in which the possibilities for teaching fractions
when playing the game Slice Fractions - Math Makers
are questioned. The aim is to get to know the game in
order to identify what it opens up for teaching fractions
and to analyze the way in which meanings are made
possible for the students who play it. The constitution of
knowledge in the act of "playing the game" favors the
signification of mathematical objects due to our
presentiality, situated as an element of playing in this
movement, involving an active methodology for
understanding fractions. By playing Slice Fractions, we
can outline a methodology for games in the classroom
and, with this, explore the updates resulting from the
experience with games. As a result of the research, we
can see the meanings of fractions such as: number;
ordering; part-whole; proportion; quotient;
representations and ideas relating to operations with
fractions. We point to a path with Digital Game Based
Learning - DGBL - in the school context, as well as
explaining the demands that the presence of the game in
the classroom implies for the way of being a professor
and the possibilities of activities resulting from this
process.
Keywords :
Games; Meanings of Fractions; Math Education; Phenomenology.
