O uso de jogos nos anos iniciais do ensino fundamental para o desenvolvimento das quatro operações básicas da matemática

Abstract

This work aimed to reflect on the use of games in the mathematics teaching and learning process in the early years of elementary school, considering the four basic operations of mathematics. To this end, the issue of the mathematics knowledge process in the early years of elementary school and the main observations contained in the official documents were addressed. Afterwards, it was talked about mathematical games, their benefits learning from students. Finally, the benefits that playfulness can provide to cognitive development, taking into account the studies of Piaget and the Period of concrete operations. Piaget's Theory of Genetic Epistemology was the starting point for this research, playing has an important role in learning. The work with this theme brings new perceptions about the teaching work, mainly in relation to learning expectations. The methodology used was field research, where we used a questionnaire sent by email to the educators. This questionnaire contained twelve open-ended questions that sought to analyze how teachers work with games, their pedagogical objectives, materials used, engagement with BNCC, student participation and evaluation. The choice to analyze the work of teachers who work in the first years of elementary school, more precisely from the 1st to the 5th school year, was based on the perception that playing is part of child development and games can help them in teaching and learning process. The analysis of the data obtained from the interviews took place by comparing the responses of the educators, this parallel made it possible to understand the importance of games in learning, planning, the difficulties perceived in students and in the conduct of games, the lack of pedagogical support and a project that makes continuous work possible. We conclude that the use of playful games in the teaching of mathematics has a lot to contribute to the work of the teacher and also to the students' learning. We hope that this work can contribute to the emergence of new research aimed at cognitive development and the use of games with students in the development phase.