A MATEMÁTICA ALÉM DO QUADRO E GIZ: O ENSINO E A APRENDIZAGEM DA MATEMÁTICA POR MEIO DOS JOGOS

Abstract

It is perceived that Mathematics is feared by many and fascinating to those who actually understand it and understand its place in the world. When faced with the school reality, it becomes a seven-headed animal, because it is a field seen by students as something that has no use, and for the teacher, something of extreme importance in studying. Faced with this, teachers are unprepared to deal with this reality, and also, to deal with the difficulty of students in learning mathematics. On the other hand, it is clear to realize that Mathematics is seen as "fundamental science" in schools, because, considered as a "propelling spring" of society, its knowledge becomes requirements to obtain skills/skills of society. Therefore, in front of these and other situations, we see the desire emanating from these educators to adopt new methodologies that favor learning and be able to overcome epistemological obstacles of their students. However, the high demands of the Mathematics curriculum prevent teachers from using and/or adapting active methodologies in their Mathematics classes. Therefore, aiming at the adequacy of active methodologies in the curriculum and overcoming the epistemological obstacles of students in Mathematics, but not failing to meet the objectives that need to be achieved, this work analyzes and describes a pedagogical practice that is quite widespread in the field of Mathematics Education that is the use of games adapted to the process of teaching and learning Mathematics. In addition, it reports the experiences experienced in adopting thispractice, establishing a reflection on the use of it in the classroom in a public school network.