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.

本文旨在阐述针对七巧板（Tangram）游戏问题情境的协议分析方法，并提出观察与解读流程。本研究采集自游戏工作坊场景的问题解决协议由40名年龄介于9至11岁的参与者生成，并从三个维度展开分析：(a) 对错分类；(b) 解题方法与产生的错误类型研究；(c) 探寻儿童所采用操作流程的证据。研究结果显示，在依据指令完成组装操作与读图的过程中，不参照图形直接搭建部件是一项显著挑战，错误率居高：搭建环节错误率分别为85%与75%，读图环节错误率达53%。本分析可作为评估与教学介入的参考依据，有助于拓展专业的观察记录范式，助力设计能够帮助儿童克服错误的干预方案。