Jogos de regra como desenvolvimento do raciocínio lógico na aprendizagem de matemática

Abstract

The research aimed to verify how rule games develop logical reasoning in mathematical content related to first-degree equations of adolescents in the 7th grade of Elementary School. To survey and identify the rule games that promote the development of logical reasoning in the understanding of the unknown X in the First-degree Equation and to analyze the development of inductive and deductive logical reasoning of the participants through the application of activities in the didactic sequence. The methodology adopted was exploratory, with an action research design. Thirty-one students from a private school in Baixada Santista participated in the study, of which six (06) were selected by lottery for analysis of the results. The research included eight (08) playful workshops that incorporated rule games and twelve (12) didactic sequence classes focused on first-degree equations. The eight (08) workshops and four (04) activities of the didactic sequence were analyzed. The results demonstrated improvements in the participants' deductive logical reasoning skills, reflecting an improvement in their understanding of the unknown "X" in the equations. The in-depth discussions showed that all 31 participants who completed the research stages used inductive reasoning, based on concrete observations to solve problems. However, throughout the didactic sequence and the workshops, they began to transition to deductive reasoning, applying general rules and principles. This change was evident in the interactions during the games, where the participants evaluated clues, formulated strategies and made informed decisions, consolidating their logical reasoning skills and promoting effective and collaborative learning. Among the six (06) participants analyzed in depth, there was a significant evolution in logical reasoning skills. Participant A1 achieved an advanced level in deductive logical reasoning, while A3 and A5 showed remarkable progress in their problem-solving skills and application of strategies, advancing effectively in deductive logical reasoning, A4 demonstrated consistent logical reasoning by learning to eliminate options during games, A6 managed to advance and apply deductive logical reasoning in the final workshops, and A2 demonstrated impressive growth in inductive logical reasoning. The research demonstrated the importance of methodologies that encourage the active construction of knowledge, aligning with the role of rule games in education. The continuity of this approach in schools can further stimulate mathematical learning and the integral development of participants. As a technical product, an E-book entitled “Ludic Mathematics: Developing logical reasoning through rule games and the study of first-degree equations” was developed. This material compiles the experiences and practices of the workshops, offering a valuable resource for educators.