Studies and research prove the harsh reality of many children in Brazil and in several
other countries in the world, when talking about difficulties in teaching and learning.
Several reasons contribute to the student having learning difficulties, many are unable
to learn to read, write, count and when these children enter school and this situation
becomes a reality among teachers, these students are considered as backward and
little intellectual development. When this lack of learning is related to the discipline of
mathematics, then the problem becomes much more complex, since mathematics is
considered to have knowledge and that most of the time the student is not prepared
for his teaching. Thinking about a teaching proposal that can change, or create
possibilities for changes to this situation, this work presents a methodological proposal
that shows, in what concrete ways games provide understanding of mathematical
concepts.
The use of games in the classroom, besides being a playful and pleasant activity for
the student, helps in the learning of mathematical concepts involved in situations
generated through games, in which the student is instigated to make decisions and
control the responses of his colleagues. Allowing the teacher to act as an advisor
between their different actions. We tried to search for the origins of games in the
learning of mathematics, making mathematics classes less methodical, helping the
student to build his knowledge through concrete material, seeking playful
methodologies that contribute to an effective learning on the part of students in
mathematics.
|
