Uso de jogos como metodologia para o ensino da matemática

Abstract

This paper shows that mathematical games can be incorporated into the classroom because they are part of a methodology that is within teachers' reach and does not require large investments. They allow the development of mathematical skills in a fun and enjoyable way, thus facilitating effective and efficient learning, in addition to enabling greater interaction between students during the games. Therefore, studies conducted by some researchers have shown that games constitute an important methodological support, because through them, students can create, research, play and have fun with mathematics. The main objective of this research is: To attract students to mathematical learning, including resources such as games, riddles, and jokes and, through the use of these materials, to break the taboo that mathematics is complicated. Specifically speaking: To train teachers to use playful resources; To prepare students to use these resources to contribute to their student education; and To show schools the importance of having playful resources for the development of students. The methodology used was bibliographical research, as well as field research, in a municipal public school located in the municipality of Simões-Piauí, identified as the Municipal Education Center – CEM, with students from the 8th grade class and with the mathematics teachers of said school. To achieve the proposed objectives, a questionnaire was applied to both the students and the mathematics teacher of the institution. Fourteen students and three teachers participated. Therefore, it is possible to conclude that the use of games as a methodology in the teaching of Mathematics is an excellent pedagogical resource and provides many advantages and benefits for both students and teachers.