RIO DA MATEMÁTICA: um jogo de tabuleiro para auxiliar na aprendizagem de conceitos matemáticos na formação do/a pedagogo/a na UFPA – Campus Altamira

The training of the pedagogue has been a permanent debate in academic research on different fronts, among them, on their training in mathematics considering that this professional works with the disciplines in the Early Years of Elementary School. The present dissertation had as general objective, to verify if the use of the game Rio da Matemática contributes to the formation of the Pedagogy Graduates and, consequently, feel more motivated to study and confident to teach Mathematics, and with specific objectives; a) to know the curricular components on the teaching of Mathematics present in the Pedagogy Degree course at UFPA; b) identify the difficulties of teaching-learning in Mathematics of Pedagogy Graduates and how they deal with these limitations; c) discuss the use of the game and playfulness in the teaching learning process of Mathematics; d) design an educational product that contributes to the teaching-learning process of Mathematics of Pedagogy Graduates; e) Use the Rio da Matemática game as a tool for the training of Pedagogy Graduates in the FTM discipline of Mathematics. About the research problem: how can the use of a board game contribute to the teaching of mathematical content in the training of Pedagogy graduates and in their didactic pedagogical practice in the early years of elementary school? Methodologically, a survey was made of the PPCs of the pedagogy course at UFPA on the offer of subjects related to the teaching of mathematics, regarding the construction of the educational product and the game, qualitative research was used, and through bibliographic and documentary research, and field research. It also includes the methodological steps for the construction of educational products, as instruments of data collection, an electronic form, pre-test matrices and product validation matrix with the students of the pedagogy course were used. It was concluded that students have certain gaps in the use of mathematical concepts in their daily lives, and a certain absence of teaching practices ...