Elementary education is a starting point in the teaching-learning process. This
school initiation must have practices and resources that stimulate the assimilation of
knowledge in the classroom. Thus, this research arises from the perspective that the use of
mathematical games as a pedagogical resource has gained emphasis in the school
environment as a consequence of the contribution to the cognitive development of the
student. Thus, the present research sought to present a methodological proposal based on
mathematical games with the intention of creating strategies to dynamize the teachinglearning
process related to the study of fractions, aimed at students of the 6th year of
Elementary School. In this perspective, through this bibliographical and field research, we
have counted on activities that deal with mathematics, through mathematical games,
articulating with the content of fractions. The proposal was developed at the Municipal
School "Santa Cruz", community Piracãoera de Cima, municipality of Santarém-PA and
counted with the participation of the students of the 6th year of elementary school. Four (4)
activities were developed related to the following contents: the use of domino in the teaching
of fractions; recyclable materials as didactic resource in the teaching of fractions; geometric
figures and recyclable materials in the teaching of fractions; and tangram as an aid in
fraction teaching. With this research it is possible to present a contribution to the research related to the teaching of mathematics in elementary school and to show that the use of
games in mathematics classes can and should be used as a resource to stimulate the
learning of mathematics. The games present good results in terms of expanding their
student learning through alternative methods of problem solving, instigating the ability to
create and participate more actively in math classes.
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