Jogos no ensino do sistema de numeração decimal nos anos iniciais em uma escola de tempo integral

Abstract

This academic final project, characterized as exploratory field research with a qualitative approach, primarily aimed to analyze the contribution of playful activities and concrete resources to the learning of the Decimal Number System (DNS) by students in the early years of Elementary School within a multi-grade class in a full-time school in the rural area of Sobrado/PB, Brazil. The research is situated within the discussion on mathematical literacy, which requires students to appropriate numbers within social practices. The methodology involved the application of a four-class teaching sequence (August/September 2025), with data collection through participant observation, field diary, and numerical dictation. The results evidenced that the manipulation of materials in games, such as the “groups and loose mat” (tapetinho de grupos e soltos) and the games “Get 100 First” and “Spend 100 First,” facilitated the transition from concrete to abstract thinking, promoting the understanding of grouping and place value concepts. Observations in multi-grade classes revealed different paces of appropriation, with younger students utilizing social interaction and peer observation (3rd year) as a learning strategy. The final numerical dictation diagnosed the persistence of additive writing hypotheses in larger numbers or those with intercalated zeros, reinforcing the importance of continuous playful interventions. It is concluded that teacher mediation and the planned use of games are essential to transform children's informal knowledge into structured and meaningful learning, promoting logical-mathematical reasoning and integral formation in contexts of diversity.