Estimando a frequência no uso de jogos didáticos no ensino da matemática do fundamental I e do fundamental II: análise de amostra colhida em três escolas públicas situadas em dois municípios da Paraíba

Abstract

This work aims to identify, on a sample character, which games and in what contents these are applied by teachers of mathematics in classes of elementary school (Fundamental I) and mathematics teachers of the final years of elementary school (Fundamental II) from a survey accomplished in three public schools in two municipalities of Paraíba State. We seek, according to the literature used in our theoretical framework, to highlight the definition of game in different approaches and perspectives, besides highlighting the epistemological relationships between games and the teaching of mathematics, evidencing the role of the teacher in a mathematical approach that uses games as a didactic-pedagogical resource. Among the authors we take as reference are Azevedo (1999) and Macedo; Machado (2006). The methodology adopted in this study was a descriptive research of quali-quanti nature. As a result of our research, we found that the use of games in the teaching of mathematics for educational purposes is frequent in the context of the participating schools, and that there are different types of games worked on various mathematical contents. In addition, it is also necessary to emphasize that, according to the data presented in the research, game has been considered by most responden tes as a didactic resource of "high relevance" to work some mathematical contents, thus showing that the use of this resource and other pedagogical materials has been expanding over the years, and with this teaching mathematics tends to improve, from this point of view, in the schools participating in the research.