Jogos matemáticos como ferramentas para o ensino de multiplicação e divisão nos anos finais do ensino fundamental

Abstract

This study aimed to analyze the contribution of using mathematical games to learning multiplication and division operations among Elementary School students in a public school in the municipality of Rio Tinto-PB. To this end, the research sought to identify the main difficulties faced by students, select appropriate games for teaching the content, and evaluate, through a workshop, the effectiveness of this methodology in overcoming the challenges encountered in the classroom.The theoretical framework of the research was based on guiding documents of Brazilian education, such as the National Curriculum Parameters (PCNs), the National Curriculum Guidelines (DCNs), and the Common National Curriculum Base (BNCC), as well as authors who discuss the role of playfulness and games in the construction of mathematical knowledge.The methodology adopted in the research had an exploratory character, with a qualitative approach, and used the case study as the central investigation strategy. The development of the research consisted of five stages: literature review; selection of participants and planning of observations; application of questionnaires with students and the classroom teacher; collection and organization of data; and analysis and interpretation of data.The study involved two 7th-grade classes, totaling 38 students with different performance levels, including one student with specific needs. The results showed that the games favored the practice of operations, enhanced logical reasoning, encouraged collaborative work, and increased student motivation, while reducing anxiety toward the subject and turning mistakes into a natural part of the learning process.It was also observed that teacher mediation was decisive for the success of the proposal, ensuring that playfulness was transformed into meaningful learning. The study concludes that mathematical games represent an effective pedagogical strategy for teaching multiplication and division, as they promote engagement, inclusion, and autonomy, while also enabling teachers to gain a clearer understanding of the students’ difficulties, thereby assisting in the planning of future activities.