The aim of this diploma thesis is to create a collection of didactic games, which can be used in the primary school classes. I have been inspired by the Framework Education Programme. The Framework Education Programme contains the educational area of Mathematics and its Application, which supports the formation and the development of key competences, and also a new thematic section called Unusual Application Tasks and Problems.

Made available in DSpace on 2018-06-27T19:13:17Z (GMT). No. of bitstreams: 2 Roseliane Forgiarini Guedes.pdf: 2446277 bytes, checksum: f6d707c3fe9acdb28cacaf6bf83e1e1d (MD5) Roseliane Forgiarini Guedes.pdf.jpg: 3566 bytes, checksum: c41e98470b2e7460c028f29d1d306cdf (MD5) Previous issue date: 2012-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to investigate, through the use of educational games, the algebra learning process by students of 6th grade of elementary school. The work was applied in a private school in Santa Maria, RS. The participants are students in a class of sixth grade (seventh year), seven girls and four boys, aged between 11 and 14 years. The research was developed through a qualitative approach and the class teacher was the researcher; therefore she experienced directly the relationship among students and games. Activities introductory to algebra were applied, followed by five games. The analysis was done from the field diary of the teacher researcher, through which it was possible to conclude that students felt motivated by the application of games, engaged in activities, interact with colleagues in groups and prefer this type of activity than the exercises of the book used at school. However, it is attributed to lack of time to deepen content studied, determined by the need to comply with the planning of the school, the remaining difficulties in learning of the contents. The final product takes into account this fact, in order to bring learning content in new applications of the list of activities and games. / Esta pesquisa teve como objetivo investigar, por meio do uso de jogos didáticos, a aprendizagem de conteúdos de Álgebra por alunos da 6ª série do Ensino Fundamental. O trabalho foi aplicado em uma escola particular do município de Santa Maria, RS. Os participantes são alunos de uma turma da 6ª série (7º ano), sete meninas e quatro meninos, com idades entre 11 e 14 anos. A pesquisa desenvolveu-se por meio de uma abordagem qualitativa e a professora da turma foi a pesquisadora; por conseguinte, vivenciou diretamente as relações dos alunos com os jogos aplicados. Foram aplicadas atividades introdutórias à Álgebra e, em seguida, cinco jogos. A análise dos resultados foi feita a partir do diário de campo da professora-pesquisadora, por meio do qual foi possível concluir que os alunos sentiram-se motivados com a aplicação dos jogos, envolveram-se nas atividades, interagiram com os colegas nos grupos e preferiram esse tipo de atividade a de realização dos exercícios da apostila usada na escola. No entanto, atribui-se à falta de tempo em aprofundar o conteúdo estudado, determinada pela necessidade de cumprimento do planejamento da escola, as dificuldades ainda existentes na aprendizagem dos conteúdos. O produto elaborado leva em conta esse fato, para que novas aplicações da lista de atividades e jogos possam, efetivamente, levar à aprendizagem dos conteúdos envolvidos.

The master thesis deals with elements of logical thinking of children aged 5 to 6, which means the přes-school age. The main goal is to finf out the conditions under which the pre-school children are able to apply elements of logical thinking when solving exercises of the zebra type using the manipulation method. Next goal is to investigate on which of the characteristics of the task depends the success of its solution. The partial hypotheses focus on whether children aged 5 to 6 can successfully solve at least half of the assigned tasks, whether they are able to solve them individually and, last but not least, explore zebra formation after experience from the previous graduated six series. The theoretical part focus on the areas of development that the zebra solution of the pre.school child relies on: motor development, thinkig development, logical and prelogic thinking and the possibility of solving activities. The practical part contains scenarios compiled from draduated tasks that will be solved by three groups of four children. It also contains a series of tasks solved individually by children. In the end, neww groups will be built on the succes rate of previous activities, which will prove the ability to develop tasks from previous experience. In addition to the direct observation method,...

Desde la llegada del covid-19 surgieron grandes cambios para la sociedad, cuidarse y cuidar a nuestros familiares se hizo una prioridad en nuestra vida diaria. Ante ello surgieron distintas estrategias para que las personas no tengan que salir de casa y exponerse al virus, el trabajo en algunas empresas se modificó para que sea de forma remota, los negocios pasaron a ser virtuales y la educación paso ser dictada a distancia con distintos métodos, ya sea por televisión, radio o de forma virtual por distintas plataformas. El Ministerio de Educación desarrollo el programa “Aprendo en casa” con esta estrategia se pretendía que los alumnos tanto de nido, inicial, primaria y secundaria logren seguir sus estudios previos. Sin embargo, para los niños menores de siete años este método no sirvió porque ellos al ser pequeños y estar en pleno desarrollo tienden a distraerse con mayor facilidad y no logran retener la información a largo plazo. Es por ello, que nace la idea de “Aprendo ABC”, la cual tiene como principal objetivo dar solución a dicha problemática. El proyecto de Aprendo ABC consiste en demostrar la viabilidad de crear una página web que brinde reforzamiento mediante juegos didácticos, en donde el niño aprenderá mientras juega, esto está dirigido a menores de 4 a 7 años de Lima Metropolitana. En el desarrollo de esta investigación se logró identificar que los niños no pueden llevar las clases de forma virtual sin un reforzamiento previo. Para obtener datos concisos se tuvo que segmentar, evaluar nuestros costos, quienes son nuestros competidores, nuestros socios clave, entre otros. Asimismo, el desarrollo del plan financiero nos permitió determinar con mayor exactitud si nuestro proyecto es factible y en cuanto tiempo recuperamos nuestra inversión. / Since the arrival of covid-19, great changes have arisen for society, taking care of ourselves and our relatives became a priority in our daily lives. Given this, different strategies emerged so that people do not have to leave home and be exposed to the virus, work in some companies was modified to be remote, businesses became virtual, and education happened to be dictated remotely with different methods, either by television, radio or virtually by different platforms. The Ministry of Education developed the program "I learn at home" with this strategy it was intended that students both nests, initial, primary, and secondary can continue their previous studies. However, for children under seven years of age this method did not work because they are small and in full development tend to be distracted more easily and fail to retain information in the long term. That is why the idea of "Aprendo ABC" was born, which has as its main objective to solve this problem. The Aprendo ABC project consists of demonstrating the feasibility of creating a website that provides reinforcement through didactic games, where the child will learn while playing, this is aimed at children from 4 to 7 years of Metropolitan Lima. In the development of this research, it was possible to identify those children cannot take classes virtually without prior reinforcement. To obtain concise data we had to segment, evaluate our costs, who are our competitors, our key partners, among others. Also, the development of the financial plan allowed us to determine more accurately if our project is feasible and how long we recover our investment. / Trabajo de investigación

This thesis deals with the issue of genetic method to reading in the first grade of an elementary school. The theoretical part is focused on the child's entry to school, their school maturity and further education. Other methods to read are presented, analysed and compared with the genetic method as well. Furthermore, the methods and ways how to put the genetic method in practice are pursued in detail along with didactical games and examples of teaching procedures. The practical part looks into the experience the teachers have gained with this method, the school success of the children and the opinion the family members have.