Trilha matemática: um recurso lúdico no processo de ensino e aprendizagem nos anos iniciais do ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Garcêz, Érica Sandoval
• Orientador(a): Gonçalves Júnior, Marcos Antonio
• Banca de defesa: Faria, Elisabeth Cristina de, Silveira, Telma Aparecida Teles Martins, Gonçalves Júnior, Marcos Antonio, Silva, Gene Maria Vieira Lyra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
• País: Brasil
• Palavras-chave em Português: Educação matemática; Jogos matemáticos; Ensino de matemática; Anos iniciais do ensino fundamental
• Palavras-chave em Inglês: Mathematical education; Mathematical games; Teaching of mathematics; Initial grades of basic education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12607

The present research, carried out at the Master ́s Degree in Basic Education Teaching at CEPAE da Universidade Federal de Goiás (UFG), aims at contributing to the teaching practice of Mathematics, based on playful situations. It seeks to make mathematical concepts more attractive, raising thoughts about the importance of putting into practice Mathematics in school routine of children studying in the initial grades of Basic Education in a playful way. The theoretical framework will rely on the Historical-Critical Theory by Vygotsky (1998) and on further authors such as Paulo Freire, D’ Ambrósio, Alves and other researchers who write about playfulness and games concerning mathematical thinking, as well as official documents, namely Law of Guidelines and Foundations of National Education (LDB 9394/96) and Brazilian Common Core (BNCC/2019), that endorse our pedagogical initiatives. Considering the interest that children show in games, as entertainment, and educators who recognize the playfulness as a major element for physical, intelectual and social development in children, our activity stands as a possibility of teaching method and contributes to a productive pedagogical practice. Seeking to apply those practices to learn mathematical concepts, this study developed a board game with a course and challenges, and through the game, we expect to promote competences and skills related to social values, interdisciplinarily. Our educational product, stemming from the research, is a game called Trilha Matemática, which was applied in the school context during the pandemic, beginning in 2020. The study object was tested in a public school in the city of Goiânia, based on field research with a qualitative approach, with focus on the importance of the following items – games and playfulness – in the Mathematics teaching and learning process, for initial grades of Basic Education. It was seen that playful activities promote a thorough experience, associating acts, thought and feelings.