Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T22:13:02Z No. of bitstreams: 1 RodrigoRicardoCavalcantiDeAlbuquerque_DISSERT.pdf: 2263449 bytes, checksum: 928fa55cbd56def54d51b9604624aabb (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-29T19:10:25Z (GMT) No. of bitstreams: 1 RodrigoRicardoCavalcantiDeAlbuquerque_DISSERT.pdf: 2263449 bytes, checksum: 928fa55cbd56def54d51b9604624aabb (MD5) / Made available in DSpace on 2016-06-29T19:10:26Z (GMT). No. of bitstreams: 1 RodrigoRicardoCavalcantiDeAlbuquerque_DISSERT.pdf: 2263449 bytes, checksum: 928fa55cbd56def54d51b9604624aabb (MD5) Previous issue date: 2015-11-25 / No presente trabalho, apresentamos uma proposta de aula para introdu??o do ensino de probabilidade por meio do Jogo dos Discos que ? baseado no conceito de probabilidade geom?trica e consiste em determinar a probabilidade de um disco n?o interceptar as linhas de uma superf?cie quadriculada, quando lan?ado aleatoriamente. O problema foi proposto a uma turma da 3 s?rie do Instituto Federal de Educa??o Ci?ncia e Tecnologia do Rio Grande do Norte, campus Jo?o C?mara, cujos alunos deveriam construir um tabuleiro quadriculado de forma que o percentual de ?xito do jogador fosse previamente definido por eles. Os resultados obtidos e a postura dos alunos em aulas posteriores sugerem um maior envolvimento desse aluno com a disciplina, tornando o ambiente prop?cio para aprendizagem. / In this paper we propose a class for introducing the probability teaching using the game discs which is based on the concept of geometric probability and which is supposed to determine the probability of a disc randomly thrown does not intercept the lines of a gridded surface. The problem was posed to a group of 3nd year of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - Jo~ao C^amara. Therefore, the students were supposed to build a grid board in which the success percentage of the players had been previously de ned for them. Once the grid board was built, the students should check whether that theoretically predetermined percentage corresponded to reality obtained through experimentation. The results and attitude of the students in further classes suggested greater involvement of them with discipline, making the environment conducive for learning.