A ludicidade no ensino da Matemática: contribuições dos jogos e das brincadeiras nos anos iniciais do Ensino Fundamental

Abstract

This work deals with research in the line of Mathematics Education, which is being developed in the Master's in Education of the Postgraduate Program in Education at the State University of Montes Claros – Unimontes. The teaching of Mathematics as a school subject is based on the premise of students' logical reasoning, in order to stimulate skills, competencies and creativity aimed at solving activities, exercises and mathematical problems. However, when the learning process is limited to the use of textbooks, blackboards and chalk, and the teacher's dialogue, this subject becomes complex, especially for students in the Early Years of Elementary School. On the other hand, the introduction of games and games in Mathematics classes can make teaching more dynamic and enjoyable, creating an attractive and stimulating environment, enabling students to position themselves for mathematical resolution. In view of the above, the objective of the present study is to analyze the insertion of playful pedagogical activities in Mathematics classes in the Initial Years of Elementary School, as it provides opportunities for dynamic and qualitative learning. The investigation aims to (i) analyze the adoption of games and games as a teaching methodological strategy and its implications for student learning, with regard to mathematical literacy; (ii) describe the guidelines and respective methodological assumptions of the new Minas Gerais Reference Curriculum, in the Area of Mathematics and its implications for teaching pedagogical practice; (iii) discuss the use of Mathematics teaching practices as instruments that expand student learning, from the perspective of teaching action, with emphasis on the inclusion of games and pedagogical games as a methodological strategy. For this, participant observation and interviews were used with teachers from the 1st year of Elementary School at a public school, in the city of Montes Claros MG, to understand their position on the resources used in the classroom. As a result, the research made it possible to verify the importance of including recreational-pedagogical activities, games and games, in Mathematics classes in the Initial Years of Elementary School, as well as contributing to teaching educational practice. It was also possible to realize, with the completion of this work, that this study is consolidating itself into a reference for teaching Mathematics, with emphasis on the incorporation of games and games as a methodological strategy to make learning more dynamic and qualitative.