In this research we expose results of studies and creation developed based on the
possible relationship between card games and the Rule of False Position (RFP),
whose intersection enabled the constitution of the RFP card game contributor to
studies related to the polynomial equation of the first degree, through numerical
processes, reassembling ways/ways of perceiving and manipulating mathematical
elements, especially under the algebraic domain, promoted in Egyptian, Babylonian
and Chinese civilizations, whose abilities were preponderant to the development of
algebraic knowledge. We aim to highlight the potentiality present in a numerical
method in the combination with card games, enabling good mathematical learning
especially related to polynomian equations of the first degree, propitiating the
development of algebraic thought from its characterizations. We list it as a research
question: to what extent does the False Position Rule (RFP) combined with a card
game promote the development of algebraic thinking in the teaching of polynomian
equations of the first degree? We collected the data for empirical analysis through the
use of the game with teachers and in a class of the 8th year of elementary school.
We used the methodological assumptions of didactic engineering in our qualitative
research, under the bases of an action research. We report on the theoretical aspect
of research to official educational documents such as PCN, BNCC and others, as
well as the contributions of Guy Brousseau with the Theory of Didactic Situations
(TSD) and the model related to algebraic thought according to James Kaput and
Juan Godino. Our research generated as an educational product the rfp card game
that is attached.
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