Experiência no uso de jogos para ensinar matemática a partir do PIBID em turmas do 6° ano do ensino fundamental em uma escola municipal de João Pessoa/PB

Abstract

The Institutional Program for Teaching Initiation Grants (PIBID) is an initiative that aims to improve teacher training, providing graduates with the opportunity to work in basic education classrooms so that they can develop innovative practices that can contribute to the teaching and learning process. This research aimed to analyze the experience of using games in the Mathematics subproject of PIBID, Campus I, in 6th grade classes from 2022 to 2024. To this end, we set the following specific objectives: i) to identify the contributions of the games used in the Mathematics/PIBID subproject in 6th grade classes at a municipal school in João Pessoa; ii) to point out the procedures adopted by the scholarship holders in the application of the games in the Mathematics/PIBID subproject. To support our research, we used some renowned theorists who bring reflections on games in Mathematics teaching and documents related to the functioning of PIBID, such as: Kishimoto (2017), Grando (2000), Grando (1995), Andrade (2017), Brasil (2022), among others mentioned throughout the work. This is a field research with a predominantly qualitative approach, in which the subjects are students from four 6th grade classes (A, B, C and D) of the municipal school that was integrated into the program. Regarding the data collection procedures, we began with bibliographic research that included, mainly, readings of the reports written by the subproject scholarship holders. As a result of the analyses, we concluded that the use of games to teach Mathematics to 6th grade students, adopted by the scholarship holders of the PIBID subproject of UFPB, is effective for their learning, since the students demonstrated understanding and applying mathematical concepts in the problem situations presented, learned to work as a team, developed skills necessary for their education and demonstrated enthusiasm for learning Mathematics. Such collaborations were only possible through the planning and interventions of the scholarship holders, who dedicated themselves to working with games in a careful and intentional way.