Motivation is a methodological vehicle that must necessarily be implemented in the triad system called teaching-learning-university development. This, the motivation, cannot be reduced to some minutes at the beginning of the classes or to the development of a particular topic. Neither focuses on capturing the attention of students for a few minutes. The process of motivation is much more complex and starts from the conception of the course and then the design of the same. The motivation is not only directed at the cognition of the students. It has, rather, a high emotional component, as well as a great relationship with the role of the teacher, both within and outside the classroom. This is why the role of the teacher of these times should focus mainly on "induce and cause grounds in their students". That is to say, to motivate them. / La motivación es un vehículo metodológico que debe ser necesariamente implementado en la triada conocida como sistema de enseñanza-aprendizaje-desarrollo (EAD)1 universitario. La motivación no se limita al inicio de las clases o al desarrollo de un tema particular. Tampoco busca captar la atención de los alumnos por un lapso específico. Su proceso es mucho más complejo y se inicia en la concepción del curso, pasando, posteriormente, por el diseño del mismo. No solo se dirige a la cognición de los alumnos; tiene, más bien, un alto componente emotivo, así como una relación con el papel del profesor, tanto dentro como fuera del aula. Por ello, el actual rol del docente debe concentrarse en “inducir y provocar motivos en sus alumnos”; en otras palabras, en motivarlos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-31T18:21:55Z No. of bitstreams: 1 2014 - Aline Viana Oliveira.pdf: 1958433 bytes, checksum: 7d9ba724e2d3c00412549d70fa0cd73e (MD5) / Made available in DSpace on 2017-08-31T18:21:55Z (GMT). No. of bitstreams: 1 2014 - Aline Viana Oliveira.pdf: 1958433 bytes, checksum: 7d9ba724e2d3c00412549d70fa0cd73e (MD5) Previous issue date: 2014-08-29 / CAPES / Perceiving a deficiency of motivation for to learn mathematic from students of magistery of high school in an Estadual highschool of Nova Igua?u - RJ, came up a desire to perform a differentiated activity, that could to give more significant learning and motivates them to learn in the same time. The Electronics plays of Mangahigh Platform, supplied by SESI Mathematics Program were selected for this work. It was realized a workshop in a class of first year of normal course and the students worked equation of first degree, and the results in the motivation and learning increased after realization of workshop. The level of the motivation of students was measured by Motivation in Mathematics Scale by Gontijo (2007) before and after workshop. The results show a changing of stance from students and this leads to believe in achieving the desired objectives. / Percebendo-se a falta de motiva??o para aprender matem?tica dos alunos do curso de magist?rio em n?vel m?dio em uma escola estadual de Nova Igua?u - RJ, surgiu a vontade de realizar uma atividade diferenciada que pudesse ao mesmo tempo proporcionar aprendizado mais significativo e motiv?-los para aprender. Os jogos eletr?nicos da plataforma Mangahigh, fornecidos pelo programa SESI Matem?tica foram os escolhidos para esta empreitada. Foi realizada uma oficina com uma turma de 1? ano do curso normal onde os alunos trabalharam o conte?do de equa??es do 1? grau atrav?s de jogos, tendo aumentado significativamente os resultados dos testes ap?s a realiza??o da oficina. Tamb?m foi avaliado o n?vel de motiva??o dos alunos atrav?s da Escala de Motiva??o em Matem?tica de Gontijo (2007) antes da oficina e ap?s a sua realiza??o com o question?rio de avalia??o. O comparativo dos resultados dos question?rios mostra uma mudan?a de postura por parte dos alunos que leva a acreditar no alcance dos objetivos desejados.