O brincar e a aprendizagem da matemática nos anos iniciais do ensino fundamental

Abstract

This study had the main objective to reflect on the use of playfulness in the teaching-learning process of mathematics in the first years of elementary school. Thus, we seek to understand how the use of games can contribute to the teaching-learning process of mathematics and discuss the importance and effective use of play in the classroom. It is a qualitative, exploratory research, being carried out a field research. For data collection we use a questionnaire. This study is important to assess how mathematics is taught in the early years of elementary school, with the main focus on playfulness in this teaching period, seeking to approach this subject from theoretical foundations, such as Piaget's genetic epistemology and reports from scholars on the topic. We found that playfulness is essential for the teaching of mathematics, especially if we go back to the age group discussed in this work. Thus, through data analysis, we found that the interviewed teachers value in their speeches the playfulness in teaching mathematics, however, they report challenges and difficulties in their practices, such as lack of teaching resources, lack of freedom to play, etc . We conclude by emphasizing the importance of working on this theme as it is something that still needs to be improved and valued, as the best way for children to learn is by playing. We hope that this work can contribute to playing and learning mathematics in the early years of elementary school, thus respecting the child's time, valuing and respecting the diversity of ways and rhythms of learning.