O lúdico no ensino da matemática: contribuições para o processo de ensino/aprendizagem nos anos iniciais do ensino fundamental.

Abstract

The present work aims to analyze the contributions that playfulness offers to teaching mathematics in the early years of elementary school, allowing students to become feel more motivated and overcome difficulties in relation to discipline. THE even presents some theoretical conceptions focusing on the origin of play and games in society, how the ludic method works, contributes to what games and games offer, how playfulness was inserted into the classroom, why teaching mathematics and seen with such difficulty by students, how to turn math classes into attractive, constructive and expected moments with the help of concrete materials, games and jokes and why this method is still seen with so much resistance by some educators. It also allows us to verify how playfulness can favor both the teacher and the student in the teaching-learning process. The methodological contribution used was the qualitative method and had as stages, initially, the observation of the internship classroom, subsequently, application of questionnaires to students focused on the object of study and by lastly, the supervised internship that allowed a practice in which one can verify the reality of the classroom in relation to the object of study. The analysis of such steps provided the conclusion that, with math classes taught with the support of games, games and concrete materials, students are more motivated in the classroom class, the breaking of fear in relation to mathematics, a considerable improvement in performance activities and a success in the teaching-learning process. It was possible also, the verification of the non insertion of playfulness in the methodology adopted by the educator.