O jogo Dominó como instrumento de motivação para o ensino de Combinatória por meio da Resolução de Problemas

Abstract

This article consists of an investigation into the intuitive strategies of 5th year elementary school students when solving an additive problem, involving a domino game piece, under the aspect of combinatorial reasoning. The research is of a qualitative nature of the teaching experiment type. This experiment showed that some students made counts that were not requested in the problem, sometimes due to lack of attention, sometimes due to the mathematical meaning they attributed to terms in the statement. It is concluded that understanding a mathematical statement involves not only reading a problem, but also understanding specific mathematical terms applied in different school contexts or non-school experiences that can influence students responses.