The Problem-Solving Situations Contextualized in the Game Advancing with the Remainder

Abstract

The purpose of this report is to present a way to use the game Advancing with the Remainder as a pedagogical resource for teaching mathematics, based on problem-solving. Suggestions and proposals for using the game to teach mathematics were illustrated with data obtained from a workshop conducted with students in a Mathematics course at a public university in Paraná, Brazil, who participated in the Institutional Program for Teaching Initiation Scholarships. The data were obtained from the written records of the students' responses to problem-solving situations contextualized in the game. Some of the potential of the Advancing with the Remainder game in a problem-based approach include: contextualization of mathematical concepts in the situations and characteristics of the game, and the possibility of addressing multiple interrelated mathematical concepts.