Jogando com a Matemática: sugestões de jogos para a educação infantil

Abstract

This study aims to investigate how mathematical games promote learning in early childhood education, proposing activities integrated into the movement of playing and learning. It is based on the analysis that mathematical games promote the development of logical reasoning, motor coordination, attention, and socialization. To this end, it is essential to choose mathematical game activities in a way that favors children's learning in a pleasurable manner. The theoretical foundations are based on the studies of Cória-Sabini and Lucena (2012), Kishimoto (2011); (2017); Macedo (2000); (2005), Moyles (2002), among others. In terms of methodology, bibliographic research and field research were adopted, using a qualitative approach with descriptive-quantitative support. It is concluded that, when intentionally planned and appropriately mediated, mathematical games promote a balance between free and directed play, and in this process, it is possible to consolidate advances in mathematical knowledge. It is recommended to expand the implementation of mathematical games and activities in the Early Childhood Education curriculum, since these experiences enrich children's lives and their interactions with the environment in which they are immersed.