O uso de jogos como recurso didático para ensinar matemática: uma experiência na residência pedagógica em uma escola Pública Federal de João Pessoa

Abstract

This study focuses on the use of games as a didactic resource for teaching mathematics, based on the experience gained through the Pedagogical Residency Program (PRP). The general objective is to analyze the use of games to teach mathematics through the Pedagogical Residency in a federal public school in João Pessoa, Paraíba. In this direction, the following specific objectives were outlined: (i) To identify the contributions of the games used during the Pedagogical Residency in a public school in João Pessoa with a 2nd grade elementary school class; (ii) To highlight the procedures adopted by the resident students, from the organization to the implementation of the games within the Pedagogical Residency in a federal public school in João Pessoa; (iii) To emphasize the contributions of the mathematics workshop conducted with the 2nd grade class, within the scope of the Pedagogical Residency, for the development of mathematical learning in a federal public school in João Pessoa. To achieve this, a qualitative, descriptive research approach was adopted, divided into two phases: initially, theoretical concepts about the Pedagogical Residency Program (PRP) and the importance of games in teaching mathematics were addressed. Field research was used to collect and analyze data on the implementation of games in mathematics classes and the development of the residents’ teaching practices. The theoretical framework was based on authors such as Macedo (2007), Kishimoto (2013), Santos (1995), Grando (2004), Rêgo and Rêgo (2013), among others. The collected data were analyzed in light of these references, and the results indicate that the use of games as a didactic resource can contribute to the understanding of mathematical content, fostering students’ interest and active participation. Furthermore, the research highlighted the PRP's contributions to the development of the residents’ teaching practices, the process of game construction, the challenges faced, and, finally, reflections on the application of games in mathematics teaching. As a final consideration, it is understood that games, when well-planned and applied as a didactic resource, can promote greater interaction and student engagement in the learning of mathematical concepts, contributing to a more engaging and participatory teaching approach. Moreover, this methodology significantly supports the teacher training process of the residents