PLAYFUL MATHEMATICS: TEACHING STRATEGIES AS A WAY TO OVERCOME IN THE LEARNING PERSPECTIVE

Abstract

Teaching mathematics involves developing logical reasoning, stimulating independent thinking, creativity and the ability to solve problems. Therefore, we can see the many complexities that students face in assimilating their understanding regarding the association of content with the reality they experience. Based on this context, we see the need to apply different teaching strategies in the daily practice of teachers. In this way, we can see the importance of the practice of play in the teaching process, thus contributing to the integral development of the student, thus highlighting the distinct aspects of each student in the application of playful activities. The study aimed to analyze teacher training and the applicability of mathematics with regard to playfulness as a methodological teaching tool for mathematics teachers. The methodology used was a basic study, with a bibliographic character and a qualitative approach, focusing on authors who address the topic in question. The proposal of the activities with playfulness has the characteristic of facilitating the understanding of mathematics using this teaching tool that is playfulness, thus making it a differentiated and fun way of teaching mathematics in the classroom. It is clear that the playfulness involved in mathematics is a teaching facilitator.