Jogando, brincando e aprendendo: o lúcido nas aulas de matemática.

Abstract

The main objective of this monographic work is to analyze how ludic activities have become necessary for teaching Mathematics, contributing to psychic, motor and physical development and formation of the child, besides favoring other aspects inherent to its formation, with the purpose of providing subsidies to future research on this study. Highlighting the contributions of ludic games to teaching mathematics, it is verified that games in classroom is a great pedagogical proposal, since this allows the relationship between partners and groups at the moment in which this playful activity is placed in practice in losing and winning relationships established in the room. This study carried out a research which is classified as a qualitative, bibliographic, documentary and field procedure. To actualize this field research, a semi - structured interview script was applied among Early Years of Elementary School teachers, from a school in the city of Cajazeiras – PB. After data collection, analyses were performed based on the answers obtained, which allowed to understand how the educators make use of ludic activities in Math classes. From the information contained in this study subsidized by authors such as the theme in question, it was possible to verify that by associating the teaching of Mathematics with ludic activities, we are giving the students a new pedagogical proposal, capable of transforming difficult content into something simple and the same time pleasant and enjoyable for both students and teacher in the teaching-learning process.