Jogos e brincadeiras no ensino de matemática dos anos iniciais do ensino fundamental

Abstract

Working with games and playing in the teaching of mathematics in the early years can break with the negative image of mathematics as a very difficult and traumatic subject for many students. This research investigated how games and playing can contribute to students' learning in mathematics classes in the early years of elementary school. Therefore, a qualitative research was developed in which the work was developed with children from the first to the fifth year of the Municipal School Antônio Ferreira Martins, located in the city of Maripá de Minas. A public school that cares about student learning and, therefore, invests heavily in active methodologies. The work was developed in the School's Full Time Project, where I worked as a math monitor for three years. Data analysis showed that the work had a new way of contextualizing mathematics for the students, streamlining the classes and facilitating the teaching-learning process, as well as the interaction between teacher and student. It also presented important results, starting with the motivation and involvement of the students during the classes, making the class more participatory in which the children dialogue and allow them to learn the concepts in a very pleasant way, thus achieving the objective of participation in the classes. and the dialogue between teacher and student. Finally, the children were able to learn by playing with all the games and games that, if well designed and planned for use, can be of great learning for the children.