O Sudoku no processo de ensino e aprendizagem de matemática: um recurso metodológico aplicado no 3º e 4º ano do ensino fundamental

Abstract

It is known that mathematics has always been part of human construction as a necessity to respond to the demands of counting and life in society. Based on this principle, the research problem arises: how can the sudoku game as a methodological resource contribute significantly to the mathematical knowledge of teachers and students of the elementary school early years? Thus, the general objective of the research was to analyze the mathematical knowledge of teachers and students in the 3º year and 4º year of elementary school, with a view to the applicability of the sudoku game as a methodological resource that promotes significant learning. Specifically, we start from the principle of identifying the use of games as recreational resources in teachers' mathematics classes; apply the sudoku game with teachers and students, envisioning significant learning and, based on observations and applicability, detail the results obtained, considering the understanding that those surveyed had when relating the game to mathematical learning. The research methodology was composed through bibliographical studies of authors, laws and regulations, such as: Saviani (2009); Salgueiro and Pinto (2004); Mendes and Silva (2022); PCN (1997); BNCC (2018), among others. Next, field research was carried out at the Pedro Lobato municipal school located in the city of Pinheiro, in which three primary school teachers participated, students from two 3º year classes and students from the 4º year class. year. The field research was carried out through two moments: the first, through observations of how teachers performed their practice and the second, consisted of the applicability of the sudoku game aimed at mathematics classes. The results showed that teachers lack theoretical and methodological knowledge that can support their classroom practice, and students lack interest in issues that include the development of logical reasoning. It was also observed that, even though mathematics is an uninteresting subject for many, it can be significant to the extent that the teacher uses games during classes, adapts the planned content to this practice and is creative so that the games become attractive and thus, students can learn and develop mathematically, giving meaning to science and life.