Jogos de estratégia como ferramenta didática: uma proposta de disciplinas eletivas de matemática com xadrez e poker

Resumo

This dissertation presents the development, implementation, and analysis of two elective Mathematics courses based on strategy games — Chess and Poker — offered to high school students within the context of Brazil’s New High School reform and the Itineraries of Learning. The proposal is based on the premise that mathematical learning can be enhanced when students are placed in situations involving logical reasoning, decisionmaking, anticipation of scenarios, and consequence analysis. Accordingly, a pedagogical approach was designed that integrates combinatorics and probability with the structured use of games, exploring their rules, dynamics, and cognitive potential as educational tools. The methodology consisted of planning and teaching both courses over one academic semester, combining theoretical and practical lessons, gamified tasks, problem-solving activities, and internal tournaments. Quantitative and qualitative instruments were used for data collection and analysis, including questionnaires, engagement records, performance assessments, and reports from students and teachers. The results obtained throughout the implementation point to aspects related to student motivation, involvement in classroom activities, and development of cognitive and socio-emotional skills associated with mathematical thinking. The study also provides didactic material describing the game rules, instructional sequences, and applied activities, offering support for teachers interested in using strategy games as pedagogical resources in Mathematics education.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFRN

Programa

PROGRAMA DE PÓS-GRADUAÇÃO EM MATEMÁTICA - REDE NACIONAL

Ano

2026

Defesa

06/02/2026

Idioma

pt

Palavras-chave

CIENCIAS DA SAUDE::SAUDE COLETIVA; Ensino de matemática; Poker; Jogos de estratégia

Temas

Avaliação, Probabilidade, Resolução de Problemas

Handle

https://repositorio.ufrn.br/handle/123456789/69660

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026