Intervention in the game context: a study with Tangram

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.

Games; intervention; learning