Brincadeiras e jogos na matemática: uma prática possível.

Abstract

This work aims to investigate the importance of games and games in the teaching-learning process of mathematics, if these instruments are really being used in the classroom and how the students adapt to the games. It is noticed that there is still the idea that games and games are considered instruments with no educational value and are often seen as a mere source of fun and leisure, it is known that there are still educators and students who are resistant to the act of working through games. The research is part of a case study, direct observation in the classroom was used as a methodological approach based on the qualitative approach to conduct data collection and a semi-structured interview, as well as documentary sources were built from the experience of the supervised internship. Given these procedures, it can be concluded that there is still resistance on the part of students to the playful way of learning mathematics, sometimes because they do not understand the rules of the game and the fear of making mistakes. And it is still notorious to absence on the part of the teacher to use methods that use playfulness to teach mathematical content.