UMA ANÁLISE DA UTILIZAÇÃO DO LÚDICO E SEU POTENCIAL PARA O ENSINO DE MATEMÁTICA NA EDUCAÇÃO INFANTIL E O PAPEL DO PROFESSOR

Abstract

This study aimed to analyze the use of play-based activities and their potential for teaching mathematics in early childhood education, as well as the teacher's role in this process. The research adopted a qualitative and exploratory approach, using classroom observations, photographic records, and lesson plan analysis as data collection instruments. Throughout the 2024 school year, more than 20 games and play-based activities focused on basic mathematical concepts were planned and implemented. The results showed that these playful practices promoted greater engagement and participation among children while fostering cognitive, social, and emotional skills such as cooperation, respect, and autonomy. Although some activities initially presented challenges, particularly those involving addition, methodological adaptations enabled the children to understand the concepts in a more concrete and meaningful way. In other activities, the children demonstrated enthusiasm, creativity, and mutual support, reinforcing the potential of play as an effective teaching strategy. It is concluded that cooperative games and play-based activities are valuable tools for teaching mathematics in early childhood education, as they not only support the construction of mathematical concepts but also promote inclusion, teamwork, and the holistic development of children. Despite the challenges encountered, the benefits outweighed the limitations, highlighting the importance of flexible and reflective pedagogical practices.