Habilidades metacognitivas em matemática: desenvolvimento por meio de problemas aritméticos verbais com história no ambiente lúdico de aprendizagem de realidade suplementar / Metacognitive skills in mathematics: development through verbal arithmetic problems with history in a playful learning environment of surplus reality

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This research situates within the context of investigations that seek to contribute to the teaching of mathematics in the early grades of schooling. Investigations in this area suggest that the metacognitive skills of the individual should become the focus of instruction in the classroom. The literature on mathematics education highlights the activities of problem solving as particularly significant for the investigation of the metacognitive processes of the student. Moreover, the theme of "verbal arithmetic problems with history" has generated numerous articles and books about the different categories of problems, including the problems of addition / subtraction and multiplication / division. The present study aims to investigate the effectiveness of the procedure of developing metacognitive skills in mathematics, using the "verbal arithmetic problems with the story" in a playful learning environment. The sample is composed of 100 students from three classes of second grade of elementary school. All students were assessed using the Test of Verbal Arithmetic Problems with History (addition, subtraction, multiplication and division) and the arithmetic subtest of the Test of Educational Achievement - TDE. From the results obtained in these two evaluations, each class was divided into two halves, the first are better than the median, composed the Control Higher Group, and second, with results below the median was again divided, with one quarter composed the Control Lower Group and the other fourth the Intervention Group. This group received training in metacognitive skills in mathematics in a playful learning environment, during the second semester, a total of eleven sessions, while the other two control groups participated in activities placebo. At the end of each semester all students were re-evaluated, as in the beginning. Statistical analysis of results obtained in the TDE and Problem Arithmetic Test revealed significant differences in the two ratings for the students in the intervention group. For the two control groups, the difference was significant only in the TDE. Thus, we concluded that the training carried out with the group intervention was effective in promoting an improvement in metacognitive skills in mathematics.

ASSUNTO(S)

metacognition playful learning mathematical reasoning aprendizagem lúdica raciocínio em matemática realidade suplementar. psicodrama pedagógico problemas aritméticos com histórias metacognição educational psychodrama arithmetic problems with stories surplus reality.

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