Abstract
The teaching of mathematics linked to logic and reasoning is a great challenge for students of architecture and urbanism because, although relevant and required for an professional training appropriate, many students to show hardship or unmotivated in their subjects. In order to develop a better learning strategy, this job offer to show a project development a new teaching methodology and use of a didactic game able to do logical inquiry and mathematical reasoning to turned at the application of architectural projects. For this to happen. A quiz was started applied in students class about logic and reasoning in the architecture and urbanism course in the Vale do Itajaí (UNIVALI) University in Florianópolis and Balneário Camboriú. Then, a didactic game using inverted classroom concepts and mathematical subjects with easy and hard level linked to practical applications of students' to your professional future life was created and applied. The results obtained showed that 70% students reported doing mathematics difficulty, and 80% considered that didactic games may be a viable alternative to better e-learning. Search results also prove us that the use of the inverted methodology in the classroom associated with process of learning to mathematics students when linked in the challenges of the students' in your professional future life, are work tools main to attention capture for students. A important factor that will can contribute to the better learning and dissemination of mathematical and logical reasoning considered to be of greater complexity
Highlights
The teaching of mathematics linked to logic and reasoning is a great challenge for students of architecture and urbanism because, relevant and required for an professional training appropriate, many students to show hardship or unmotivated in their subjects
Tais fatos também puderam ser constatados na etapa II deste trabalho, onde mais de 70% dos alunos informaram possuir interesse na atividade e reconheceram a importância de desenvolver projetos matemáticos e de raciocínio lógico aplicados a suas respectivas áreas de formação
Resultados obtidos demonstraram que 70% dos alunos relataram possuir dificuldade em matemática, sendo que 80% consideraram que os jogos didáticos podem ser uma alternativa viável para melhorar o aprendizado
Summary
The teaching of mathematics linked to logic and reasoning is a great challenge for students of architecture and urbanism because, relevant and required for an professional training appropriate, many students to show hardship or unmotivated in their subjects. Comportamento semelhante foi verificado quando os alunos foram questionados se gostariam de participar de jogos didáticos nas aulas de lógica e raciocínio, sendo que 70 e 46,7% dos alunos das turmas 1 e 2 informaram que gostariam de participar de tal atividade (Fig. 3B).
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