As contribuições dos jogos matemáticos no processo de ensino aprendizagem nos anos iniciais do ensino fundamental

Abstract

This study focused on the contributions of mathematical games to the teaching and learning process, with the objective of analyzing the use of mathematical games in Mathematics teaching during the Early Years of Elementary Education, based on the survey of available resources and teachers’ perceptions regarding different pedagogical practices. The research adopted a qualitative approach, using semi-structured interviews with two teachers and a school principal at Jacinta Bezerra School, in order to analyze their perceptions about the use of mathematical games in the classroom. The theoretical framework was based on authors such as Nóvoa (2009), Santos (2014), Nacarato (2004-2005), Áries (1981), Azambuja (2011), Miorim (1998), Veiga (2008), Pimenta (1999), Zaballa (1998), Albuquerque et al. (2020), Tardif (1991), Santos (1998), Silva and Santos (2009), Cascudo (2004), Luckesi (2014), Kishimoto (1998), and Minayo (2001), who discuss teacher education, playfulness, mathematical games, and pedagogical practices. Official documents such as the BNCC (2018), ECA (1990), LDB (1996), and the National Curriculum Parameters for Mathematics (1997) were also used. The results indicate that mathematical games are recognized by teachers and the principal as resources that foster motivation, interest, and content comprehension, although they are not always employed. Finally, the study presents a pedagogical proposal consisting of ten didactic games focused on Mathematics, designed as a methodological suggestion to enrich teaching practices at the research school. It is concluded that mathematical games, when properly planned and mediated, constitute an important resource for enhancing teaching and learning in Basic Education.