Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended

Uma abordagem no ensino de frações baseadas em atividades para o 6º ano do ensino fundamantal

The objective of this work if constitutes in creation a proposal for activities, in the discipline of mathematics, for the 6th year of Elementary School, that stimulates the students the develop the learning of the content of fractions, from the awareness of the insufficiency of the natural numbers for solve several problems. Thus, we prepared a set with twelve activities, starting by the comparison between measures, presenting afterward some of the meanings of fractions and ending with the operations between fractions. For so much, use has been made of materials available for use in the classroom, of forma ludic, for resolution of challenges proposed. Through these activities, it becomes possible students to recognize the necessity of using fractions for solve a amount larger of problems

O estudo das funções quadráticas e sua relação com o cotidiano

Across the centuries, Mathematics - exact science as it is - has become a determining role in the life of man, which forms to use suprir needs of their daily lives. With this trajectory, is characterized the importance of science as an instrument of recovery not only conteudstica, but also a mathematician to know that leads the apprentice to be a dynamic process of learning ecient, able to find solutions to their real problems. However, it is necessary to understand that mathematical knowledge today requires a new view of those who deal directly with the teaching-learning process, as it is for them - Teachers of Mathematics - desmistificarem the version that mathematics, worked in the classroom, causes difficulties for the understanding of students. On this view, we tried to find this work a methodology that helps students better understand the Quadratic functions and its applications in daily life. Making use of knowledge Ethnomathematics, contextualizing the problems relating to the content and at the same time handling the software GeoGebra, aiming a better view of the behavior of graphs of functions cited