PLAYFULNESS AND MATHEMATICS: THE USE OF EDUCATIONAL GAMES AS A TEACHING TOOL IN EARLY YEARS EDUCATION

Abstract

This article aimed to understand how educational games can contribute to the teaching and learning process of Mathematics in the early years of Elementary School, promoting the development of logical reasoning, creativity, and students' autonomy. Based on a qualitative and bibliographic research approach, recent academic productions that discuss the use of playfulness as an effective pedagogical strategy in the classroom were analyzed. The results show that the use of games encourages active student participation, collective knowledge construction, and the strengthening of the link between theory and practice. Furthermore, the teacher's mediation is essential to enhance the positive effects of this approach, ensuring that pedagogical goals are achieved. It is concluded that the inclusion of games in Mathematics teaching, when intentionally and sensitively planned, makes the educational process more meaningful, enjoyable, and transformative for students.