A importância dos jogos e brincadeiras para construção do conhecimento matemático no primeiro ano do ensino fundamental

Abstract

The present work sought to investigate the importance of games and games for the construction of mathematical knowledge in the first year of elementary school. The work is basically presented in two parts. In the first part, concepts of several authors were gathered about the use of games and games that the teacher can use as an auxiliary teaching resource. After this more theoretical part, the results of the empirical research are presented, in which data collection was carried out through questionnaires that were applied to five teachers of the first year of elementary school from two public schools in Balsas/MA and analyzed qualitatively. The collected data indicate that the interviewed teachers make or have already made use of games and games as a teaching methodology in the classroom, and stated that there was some kind of improvement in the student's learning development and in the interpersonal communication between him and his colleagues. Thus, the research results indicate that the use of games and play can improve the student's relationship with Mathematics, and consequently, also improve the learning of this knowledge, implying that this teaching methodology must be used in a controlled way, so that there is no distraction and blurring of the content to be studied, since these games and games are used only as a teaching aid, but the direction and effectiveness of the methodology is the teacher's responsibility.