A vivência da matemática no contexto escolar e social na perspectiva dos jogos matemáticos no processo de ensino-aprendizagem

Abstract

The present research shows that mathematical games are instruments capable of benefiting with diversity the edification of logical reasoning, the affective and social areas of the learner and addressing the benefits of mathematical games in the student's social life. The study started from the following problem: what are the pedagogical tools used in the teaching of Mathematics that contribute to the social formation of the student? The general objective of this study is to understand the experience of mathematics in the school and social context from the perspective of mathematical games in the teaching-learning process and to identify mathematical games as a tool capable of leveraging the teaching-learning process, as well as the relationship of games with the development of learning. To show that games are instruments capable of benefiting with diversity the edification of logical reasoning, of the affective and social areas of the learner and to address the benefits of mathematical games in the social life of the student. To support the research, we used a bibliographic research. Through the study it was found that Mathematics is very relevant for students, because in addition to serving as a basis for the following grades, it promotes a critical look at the subjects built and also apply in their daily lives what is being taught in the classroom.