Os jogos como recurso pedagógico para o ensino da matemática na educação infantil

Abstract

The present work aims to address the importance of mathematics in Early Childhood Education directing the look to the use of pedagogical tools that allow the apprehension of new knowledge in a dynamic and contextualized way. The general objective was to analyze how the process of using the game in the teaching of mathematics in Early Childhood Education in the educational space takes place, focusing on the observation of two schools located in the municipality of Cacimba de Dentro -PB. The methodology used went through a deepening of the subject through bibliographical research, as well as a field research, of the exploratory type, of a qualitative nature. As a research tool, the questionnaire was used with 10 (ten) teachers of Early Childhood Education of the aforementioned schools. According to the answers obtained through the applied questionnaires, teachers can use games and games as a methodological strategy for the teaching of mathematics in Early Childhood Education. However, it remains to be noted that a disturbing question remains in relation to the dichotomy between theoretical understanding and what is actually practiced. It is concluded that although the teaching of mathematics in early childhood education presents some difficulties and challenges, the use of pedagogical practices such as free and guided games and games is fundamental and contributes significantly to the development and learning of students.