The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

Abstract The concept of multiplication in mathematics is not always learned by the student due to the use of conventional pedagogical practices. From this observation, we started from the thesis that active situations, promoting self-regulation through the solution of problems present in the games, it can be an effective proposal in constructing concepts. In this perspective our objective was to analyze the contributions of the Game of the Rest for the understanding of the concept of multiplication. It is a qualitative and applied research that was carried out in a classroom with 30 students of the fourth year of Elementary School, in which the Game of the Rest was used as a resource. It was possible to conclude that the game, through the cognitive and affective context that it promotes, was a scenario of students' engagement with the action. The processes of self-regulation and problem situation promoted in the interventions involved the students in conducts of effort and confrontation resulting in appropriation of the intended concept.

Abstract The concept of multiplication in mathematics is not always learned by the student due to the use of conventional pedagogical practices. From this observation, we started from the thesis that active situations, promoting self-regulation through the solution of problems present in the games, it can be an effective proposal in constructing concepts. In this perspective our objective was to analyze the contributions of the Game of the Rest for the understanding of the concept of multiplication. It is a qualitative and applied research that was carried out in a classroom with 30 students of the fourth year of Elementary School, in which the Game of the Rest was used as a resource. It was possible to conclude that the game, through the cognitive and affective context that it promotes, was a scenario of students' engagement with the action. The processes of self-regulation and problem situation promoted in the interventions involved the students in conducts of effort and confrontation resulting in appropriation of the intended concept.

In this study we aim at analysing protocols of a game named 4 Colours Domino, in order to investigate different forms of solution proposed by 46 participants aged 7 to 11 years old. All of them took part in a playing games context. To collect data children faced problem-solving situations and the protocols were analysed. Considering this analysis, it was possible to characterize the different modes of solution in terms of rules, strategies, success and mistakes. Results showed that: (a) participants played according to the rules; (b) in general, they acted by chance; (c) most of them noticed the mistakes only after they were made. As a consequence, it was possible to define adequate interventions to help students observe their actions and build up new procedures to surpass mistakes, contributing to the development and learning processes.

In this study we aim at analysing protocols of a game named 4 Colours Domino, in order to investigate different forms of solution proposed by 46 participants aged 7 to 11 years old. All of them took part in a playing games context. To collect data children faced problem-solving situations and the protocols were analysed. Considering this analysis, it was possible to characterize the different modes of solution in terms of rules, strategies, success and mistakes. Results showed that: (a) participants played according to the rules; (b) in general, they acted by chance; (c) most of them noticed the mistakes only after they were made. As a consequence, it was possible to define adequate interventions to help students observe their actions and build up new procedures to surpass mistakes, contributing to the development and learning processes.