O uso do jogo de xadrez como ferramenta auxiliar no ensino de potenciação: um estudo de caso com a turma 2018 de Licenciatura em Computação do CESIT/UEA

Abstract

The present work, which has as its theme "The Use of the Chess Game as an Auxiliary Tool in Teaching Empowerment: A Case Study with the CESIT-UEA Class of 2018 Degree in Computing", arose from the problematic of teaching-learning mathematics , where, in a survey carried out with the CESIT secretariat, it was found that in the last three times that the subject "Basic Mathematics" was offered in the Licentiate course in Computing, only three students were approved, out of a total of 132 enrollments in the three opportunities . In this context of higher education, it was analyzed how the game of chess can help to improve the teaching of empowerment. The application was made with 09 volunteer students from the 2018 Class of Computing Degree, where power content was taught through the characteristics of the chessboard and the legend of the emergence of the game of chess. Before the class, the students answered a pre-test, containing 14 questions about empowerment, being 8 questions not contextualized and 6 contextualized questions. During the lesson, the multimedia projector, music (parody) and some adaptations of the game of chess were used, so that the students could form the concept of base and exponent and the properties of the potentiation. At the end of the application, the students answered the post-test, with the same number of pre-test questions, and also answered a questionnaire about the methodology used to teach them potentiation, so that the pre- and post-test quantitative data could be analyzed in relation to the use of the games. The results obtained show an improvement in the median of hits, which rose from 42.85 points in the pre-test to 71.42 points in the post-test, on a scale of zero to one hundred points. With this, there are indications that the game of chess can be used in the teaching of potentiation and that just as the poor performance of students in mathematics is caused by many other factors, we suggest that the solution also involves the use of different pedagogical resources, which approach the student to the content and content of reality, always respecting each student's particular way of thinking.