Implementação de jogos matemáticos em uma turma do 5º ano, como ferramenta pedagógica na abordagem das quatro operações básicas

Abstract

This study examined how data from the Diagnostic Assessment of the Municipal School System of Uberaba (MG), Brazil, can guide an intervention with mathematical games for learning recovery in the four fundamental operations in the 5th year. Using a qualitative approach supported by descriptive statistics, the study applied the games Magic Square, Zig-Zag, Five in a Row and Advancing with the Remainder in Class B, with “Bateu, respondeu!” as a complement; Class A served as a point of comparison. From the initial to the final stage, both classes had more problem-solving items rated satisfactory, although the items varied across stages. Division with remainders remained weak, especially in Class B. It is concluded that diagnostic assessment, combined with teacher mediation and games, can support learning recovery, although the results cannot be attributed to the games alone.