O jogo como facilitador do processo de ensino-aprendizagem da matemática nos anos iniciais do Ensino Fundamental

Abstract

This work aims to map the use of games in the mathematics teaching-learning process based on a survey of academic works produced on the subject. In order to develop such a proposal, a bibliographical research was carried out consulting the dissertations and theses available in the Brazilian Digital Library of Theses and Dissertations (BDTD) that dealt with this topic, as well as consulting the publications of the IV and V Meeting of Mathematics Education in the Initial years (EEMAI) carried out in 2016 and 2018 respectively. In total, 23 works were selected and, after recording and previous reading, they were cataloged and analyzed according to six thematic axes: pedagogical practices with games in the classroom, games and children's literature in Mathematics, digital games as a pedagogical resource, experience reports on practices with games in teaching Mathematics, the game as a facilitator of learning mathematical content and the importance of existing design in mathematical games. To compose the work, publications by authors such as Vygotsky (2007), Kishimoto (2003) and Grando (2004) were consulted, who pointed out how games and toys are fundamental to the process of knowledge construction. In addition to these publications, the legal frameworks that discuss the development of educational curricula and the learning of mathematics in the initial years were also analyzed. Therefore, the National Common Curricular Base (2018), the National Curricular Parameters (1997), the Paulista Curriculum (2019), the Sorocaba Curricular Matrix (2012) and the Math Notebooks of the National Pact for Literacy at the Right Age (2014) also became objects of this study. At the end of the research, it is concluded that for good practice with games in Mathematics classes, teacher preparation is necessary, whether in initial and/or continued training, in order to ensure that teaching mediation provides moments of learning.