O Jogo Computacional Simcity 4 e suas potencialidades pedagógicas para as aulas de Matemática

Abstract

In this article we present the results of a research in which we investigated the strategies the subjects used to solve mathematical problems raised by the structure, the action and the pedagogical mediation with the computational game Simcity 4. We tried to: (1) discuss the pedagogical potential of the game Simcity 4 for Math classes, about role´s teacher and (2) check the potentialities of the computational game for the assimilation of the mathematical concepts and for the attribution of meaning to the mathematical objects We considered as subjects four pupils with an average age of fifteen. For the analysis, we considered the oral and written comments of the subjects and the field diary of the investigator. The analysis was made taking into consideration the moments of pedagogic intervention with games in mathematical learning (GRANDO, 2000, 2004). The pedagogical characteristics of the game Simcity 4 became evident — how it offered to the subjects the opportunity to elaborate and think about the different strategies for the resolution of problems, raising hypotheses, analyzing strategies and discussing results. It offered, moreover, a favourable environment for the mobilization / ownership of mathematical concepts involving the analysis of graphs and tables, making decisions facing the costs and benefits and exploration of space the game with proportion.