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Several surveys show that mathematics is often considered by students as a difficult discipline at the same time as they acknowledge the importance of mastering this knowledge and use it in their daily lives. Thus, this research was developed with students in a class of the 1st education cycle of youth and adults (EJA) in a municipal school in Aracaju (SE), located in the city center, where it was applied an African game of Mancala family as strategy of teaching. It sought to analyze how educational games Mancala family, specifically the "Ouri" interfere with mathematics learning process (in the basic operations of addition, subtraction and multiplication) and provide the knowledge. Methodologically, this research is part of a case study with a qualitative approach educational intervention. The subjects were young people and adults enrolled in the 1st cycle of this teaching unit, the type of education of adult education. Also appealed to the general and coordinating education school for carrying out a questionnaire concerning the operation and data of the educational institution. It is noteworthy that the main research subjects are students. To collect data we used semi-structured interviews and exercises in relation to the mathematical subject explored with students before and after the educational intervention; educational intervention; analysis of the diary and free observation.The results obtained from the analysis of data produced indicated that the use of the African game "Ouri" favored the development and learning of the exploited mathematical content and evidenced the formation of concepts and mathematical skills. / Várias pesquisas apontam que a Matemática é considerada muitas vezes, pelos alunos, como uma disciplina difícil, ao mesmo tempo em que estes reconhecem a grande importância de dominar esse conhecimento e utilizá-lo em seu cotidiano. Assim, esta pesquisa foi desenvolvida com alunos de uma turma do 1º ciclo da Educação de jovens e adultos (EJA) de uma escola municipal de Aracaju (SE), localizada no centro da cidade, em que foi aplicado um jogo africano da família Mancala como estratégia de ensino e aprendizagem matemática. Buscou-se analisar de que maneira os jogos educativos da família Mancala, especificamente o “Ouri” interferem no processo de aprendizagem Matemática (nas operações básicas de adição, subtração e multiplicação) e se propiciam o conhecimento. Metodologicamente, esta pesquisa se insere em um estudo de caso, com intervenção pedagógica numa abordagem qualitativa. Os sujeitos da pesquisa foram os jovens e adultos matriculados no 1º ciclo desta unidade de ensino, na modalidade de ensino da EJA. Recorremos também à coordenação geral e pedagógica da escola para a realização de um questionário em relação ao funcionamento e dados da Instituição de ensino. Vale ressaltar que os sujeitos principais da pesquisa são os alunos. Para a coleta de dados utilizamos entrevistas semiestruturadas e aplicação de exercícios em relação a conteúdos matemáticos explorados com os alunos antes e depois da intervenção pedagógica; intervenção pedagógica; análise do diário de campo e observação livre. Os resultados obtidos com a análise dos dados produzidos indicaram que a utilização do jogo africano “Ouri” favoreceu o desenvolvimento e a aprendizagem dos conteúdos matemáticos explorados e evidenciou-se a formação de conceitos e habilidades matemáticas.

Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching math, their preparation to teach math, and the possible influences they may have on their students' math skills development. The theoretical framework was self-efficacy theory. Data were gathered through questionnaires completed by 5 participants teaching kindergarten through 5th grade and through the investigation of archival data of their students' achievement test scores. Emerging themes were coded to record and organize relevant information. The participants indicated that they did not feel prepared to teach elementary math when entering the classroom after their teacher preparation programs and that they want to gain more content knowledge and learn more strategies to teach math. Social change may occur as the elementary math teachers are given a voice concerning the teaching of math, and this voice could be used in producing staff development and improving instruction.

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No description available.