The randomly sampled subjects in this study are elementary school English teachers from Kaohsiung city, Kaohsiung and Ping-Tung counties. The study was designated into a questionnaire survey with the aim to investigate elementary school English teachers¡¦ attitudes and consideration factors toward the integrative use of games and their English-teaching practices. 302 subjects were randomly selected, data were analyzed through several statistical measures, such as item analysis, factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, stepwise multiple regression. It is hoped to promote more active, motivating and inspiring teaching in English instruction. According to the analyses of the questionnaire, several major findings are as follows¡G 1. Most elementary school English teachers agreed that integrative use of games in the English-teaching did not necessarily promote their students¡¦ learning achievement. 2. Elementary school English teachers used games in English class at least once per week. 3. The least used teaching aid for Elementary school English teachers was building blocks. 4. Elementary school English teachers used to attend the workshops that were sponsored by the schools and publishers were more likely using games in their English-teaching; while those who attended workshops sponsored by University¡¦s English departments less likely used games in their teaching. 5. English teacher, English teaching experience in the elementary school is over 16 years, teaching over 21 English instructional sessions per week, Elementary school English teachers joined the institutions that held the workshops on games by ¡§elementary schools¡¨, spent much time using games in their English teaching. 6. English teachers¡¦ attitudes and consideration factors toward the integrative use of games showed little correlation with their actual practices in English-teaching. Finally, based upon the above findings, the researcher provided several suggestions for teachers, elementary schools and future researchers who might be interested in this topic.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-29T10:56:16Z No. of bitstreams: 2 Dissertação - Felipe Barbosa Franco - 2018.pdf: 2597060 bytes, checksum: b4c3ff56766b29c5a01cd7de1c3ba60a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-29T11:55:57Z (GMT) No. of bitstreams: 2 Dissertação - Felipe Barbosa Franco - 2018.pdf: 2597060 bytes, checksum: b4c3ff56766b29c5a01cd7de1c3ba60a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-29T11:55:57Z (GMT). No. of bitstreams: 2 Dissertação - Felipe Barbosa Franco - 2018.pdf: 2597060 bytes, checksum: b4c3ff56766b29c5a01cd7de1c3ba60a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-03 / This work is theoretical, and its methodology was initially based on the research and bibliographic review of the Euclidean Algorithm, as well as the use of games in Mathematics education. A proposal was elaborated for the 7th year of Middle School, based on the Algebraic Dominoes of Freitas-Teodoro [8]. This proposal follows the methodology of Souza [22], which has lesson plans defined in four different moments. An analysis was made to justify the efficiency and importance of the Adapted Algebraic Domino restricted to the Use of Games in education based on the work of authors Regina Grando [10], Kishimoto [13], [14], [15], [16], [17] and Cristiano Muniz [18]. In addition, some simulations of plays related to the Algebraic Domino were made, for better understanding of the proposed subject. / Este trabalho é de cunho teórico, cuja metodologia baseou-se inicialmente na elaboração de pesquisas e revisões bibliográficas sobre o Algoritmo de Euclides, bem como sobre do Uso de Jogos no ensino de Matemática. Foi elaborada uma proposta inédita para o Sétimo Ano do Ensino Fundamental com base no Dominó Algébrico de Freitas-Teodoro [8]. Essa proposta segue a metodologia de Souza [22], que tem planos de aula definidos em quatro Momentos. Foi realizada uma análise para justificar a eficiência e importância da proposta do Dominó Algébrico Adaptado restritas ao Uso de Jogos no ensino com base em obras dos autores Regina Grando [10], Tizuko Kishimoto [13], [14], [15], [16], [17] e Cristiano Muniz [18]. Ademais, foram realizadas algumas simulações de jogadas relativas ao jogo Dominó Algébrico para melhor elucidação do tema proposto.

This diploma thesis deals with development potential of board games. The first part of the thesis defines basic concept of competence and its impact on ability to solve problems. Next it examines use of games as a means of increasing said competence. These theoretical findings are then used in the practical part of the thesis. The practical part compares individual board games and their ability to increase the competence to solve problems.