Jogos didáticos para o ensino de frações

Abstract

The study of fractions has been part of the mathematics discipline since the early years of elementary school and is often related to everyday practices. However, in the final years of elementary school and even in high school or higher education, many students do not have a solid understanding of fractions. Taking this into consideration, it is necessary to explore and implement innovative methods, as well as consider educational strategies aimed at teaching playfully. One possibility is the use of games to improve learning. Considering that games are a fun way to acquire and absorb knowledge and provide an opportunity to better establish the study of mathematics, the objective of this work was to carry out a survey on the use of games in teaching fractions, and how these tools contribute to the process of teaching-learning in the final years of elementary school. To this end, studies published in journals and event annals in the area of mathematics education that focused on the use of games in teaching fractions were selected. After analyzing the text, it is clear that the mathematical games presented stimulate students' mental activities, such as observation, concentration, analysis, attention, and generalization, which constitute the basis of learning mathematics. In this sense, it is important to understand that using a variety of teaching materials in the classroom reduces the difficulty of learning fractions and provides a more satisfactory teaching-learning process.