O uso de jogos como instrumento facilitador na resolução de problemas numéricos na educação infantil

Abstract

The present work addresses the importance of mathematics in early childhood education, focusing on the use of games as a facilitating instrument in solving numerical problems, enabling the understanding of new knowledge in this area. Its general objective is to investigate the contributions of mathematical games as a pedagogical resource for solving numerical problems in Early Childhood Education. Based on contributions from the area of Early Childhood Education - Kuhlmann Jr. (2000), Guimarães (2011), Magalhães (2017), Vygotsky (1984); and Mathematics Education - Smole (2007), Muniz (2010), Lorenzato (2019), Setúbal (2015), Kamii (2012), Selva and Brandão (2000), Smole, Diniz and Milani (2007), in addition to curriculum documents prepared by the Ministry of Education, such as the National Curriculum Guidelines for Early Childhood Education (BRASIL, 2010), the National Education Guidelines and Bases Law (1996), the Common National Curriculum Base for Early Childhood Education (BRASIL, 2017) and the Curriculum Reference National for Early Childhood Education (BRASIL, 1998). The methodology used for data collection was based on qualitative research, which attributes fundamental importance to the testimonies of the social actors involved, to the discourses and meanings conveyed by them. The methodological procedure chosen was field research, carried out through on-site observation and pedagogical interventions carried out with children aged four and five years, in a private school in the city of Sapé - PB. The results showed that the use of mathematical games provided interaction, motivation and learning for the children, with regard to the numerical relations of comparison (plus/minus) and counting, as well as the records about the proposed activities.