Jogos: uma abordagem contextualizada do ensino da matemática no âmbito do laboratório da Escola Frei Cassiano Comacchio

Abstract

This work aimed to study mathematical concepts through a playful educational practice through mathematical games within the school laboratory. The ludic is a very widespread practice in educational environments because it helps to improve the quality of teaching and is being increasingly used by teachers in the most different segments. Studies prove that the playful insertion provides significant learning for students, developing critical thinking and reflection to solve mathematical problems. Therefore, it is considered that the teacher as a mediator provides pedagogical practices that develop playful moments of learning in which the student feels part of the knowledge studied. Our research is qualitative based mainly on results through questionnaires intended for school management, teachers and students, where it addresses questions about mathematical games and the school laboratory. The results showed that the practices of games and the math laboratory are promising, but it needs a lot of training from teachers and more incentive on the part of teachers with the contents in the classroom. Finally, our dissertation used a literature review, collected information through a school questionnaire and websites found in the Google database.