DIALECTICS AT THE FRONTIERS OF MATHEMATICS TEACHING: THE DIDACTIC GAME AS A DRIVING SPRING FOR PROMOTING LEARNING

Abstract

When we refer to formal mathematics, the kind taught in schools, it becomes even more important, as it encompasses a wide range of relationships that can arouse curiosity and instigate the capacity for generalization, projections, predictions and abstractions, thus favouring the structuring of the individual's thinking and logical reasoning. Given this importance, mathematical education is necessary to develop students' mathematical knowledge effectively in the classroom. The general aim of this research is to identify the contribution of pedagogical practices, based on the use of educational games, to teaching mathematics in primary and secondary schools. The methodology adopted was qualitative, with observation in the school, questionnaires for ten math teachers and analysis of teaching practices in a public school in Bahia. Therefore, using games in the classroom in an educational way is a great challenge for the teacher, because showing the student that through games we can have pleasurable and meaningful learning. It was possible to see in the school under research that the games used in math classes benefit the development of mathematical and other knowledge, stimulate the student's thinking in practical classes through playful activities and stimulate curiosity and creativity.