Jogo dos Astrágalos: a Probabilidade no sexto ano do Ensino Fundamental

Abstract

This study, developed within the Graduate Program in Science and Mathematics Teaching at the Federal University of Uberlândia, investigates the use of the Astragali Game, organized from the perspective of the Teaching-Guiding Activity (AOE), as a pedagogical resource for teaching probability to sixth-grade Elementary Education students. To this end, actions were undertaken such as creating possibilities for teaching probability through the game; investigating how historical aspects, manipulation of concrete materials, and triggering problems can enhance the appropriation of concepts; and developing an Educational Product accessible to teachers. The study adopts as theoretical references Vygotsky’s Historical-Cultural Theory and the assumptions of Moura’s Teaching-Guiding Activity. The methodology involved adapting the game to the educational context and implementing teaching proposals in the classroom, with direct observations, student records, photographs, videos, and the researcher's field journal. The analysis of the empirical material was based on Scenes and Episodes, following Moura’s approach, to identify signs of conceptual appropriation of probability concepts by the students. The results indicate that the Astragali Game, when intentionally organized, contributed to broadening the appropriation of probability concepts, especially by introducing the notion of non-equiprobable sample spaces. As an Educational Product, the website astragalos.com was developed to disseminate and expand the proposal.