Uma sequência de jogos para o ensino de matemática no ensino fundamental

Abstract

Educational systems are being questioned, often demonstrating their inefficiency in the face of the vast amount of information and teaching methods constantly disseminated by social media. This reinforces the importance of developing critical thinking, making new ways of teaching mathematics increasingly emergent. This exploratory study aimed to develop, implement, and analyze a didactic sequence involving mathematics teaching activities for elementary education in a 6th-grade classroom with 25 students. The methodology employed was qualitative/quantitative, drawing on the main sources of information on the topic. Data was collected through a questionnaire designed to understand the students; lived experiences. A questionnaire with six questions was developed to investigate students; opinions on the topic of teaching mathematics through educational games, in accordance with the curricular parameters established by the BNCC (Brazilian National Curriculum). Furthermore, the study aimed to develop and monitor students; skills through classroom activities. Data analysis utilized discourse theory based on student responses. To illustrate the research, the data and student responses were analyzed using graphs and tables obtained with software Microsoft Excel. Based on the collected, analyzed, and tabulated data, a sequence of activities was developed on the theme of teaching mathematics through games, utilizing concepts and content taught in mathematics classes, with the goal of creating an educational product that can assist teachers who teach mathematics in elementary education.