Desafios na aprendizagem das quatro operações para alunos do 6° ano do ensino fundamental: o jogo como recurso da aprendizagem

Abstract

This Course Completion Work aims to investigate the challenges faced by 6th year elementary school students in learning the four mathematical operations (addition, subtraction, multiplication and division) and explore the use of pedagogical games as a tool to facilitate this process of teaching-learning. The research is characterized as a bibliographical research, of a qualitative nature. The research addresses the importance of basic mathematical operations in the academic and daily development of students, highlighting the difficulties that many face due to traditional teaching methods, such as memorization without contextualization. From this, it is discussed how the use of educational games can transform mathematics learning into a dynamic, interactive and meaningful experience, aligning the theory in works such as Smole, Diniz and Cândido (2007), and Grando (2015) among others, who defend playfulness as a motivating and facilitating factor in learning. Furthermore, the work explores the theoretical contributions of Piaget and Vygotsky, highlighting how games can promote cognitive development, problem solving and social interaction among students. This study contributes to the debate on innovation in mathematics teaching, proposing games as essential pedagogical resources for academic advancement and the development of essential skills for students' daily lives