The computational game simcity 4 and its pedagogical potentialities for math classes

Abstract

In this article we present the results of a research in which we
investigated the strategies the subjects used to solve mathematical problems
raised by the structure, the action and the pedagogical mediation with the
computational game Simcity 4. We tried to: (1) discuss the pedagogical potential
of the game Simcity 4 for Math classes, about role´s teacher and (2) check the
potentialities of the computational game for the assimilation of the mathematical
concepts and for the attribution of meaning to the mathematical objects We
considered as subjects four pupils with an average age of fifteen. For the
analysis, we considered the oral and written comments of the subjects and the
field diary of the investigator. The analysis was made taking into consideration
the moments of pedagogic intervention with games in mathematical learning
(GRANDO, 2000, 2004). The pedagogical characteristics of the game Simcity 4
became evident — how it offered to the subjects the opportunity to elaborate and
think about the different strategies for the resolution of problems, raising
hypotheses, analyzing strategies and discussing results. It offered, moreover, a
favourable environment for the mobilization / ownership of mathematical
concepts involving the analysis of graphs and tables, making decisions facing
the costs and benefits and exploration of space the game with proportion.