This paper presents the results of a qualitative research, which aimed to analyze the
contributions of the use of an abacus in the process of teaching and learning three
simple rules. The motivation for this study came from reflections on how classroom
mathematics is often viewed only as the discipline of decorating and applying formulas,
which does not appeal to most students. We also think about the importance of working
on this problem in order to demystify these ideas that are present in the school reality
and address this problem through the use of manipulable materials in mathematics
teaching, involving playfulness. Thus, we begin with the theoretical contribution of the
theme, which is based mainly on the theories of Deneca and Pires (2008), Lapa (2017),
Ottesbach and Pavanelo (2007) and Vale (2002), besides discussing the
recommendations present in Common National Curriculum Base (2018). The study
was carried out in Mosqueiro Island, Belém-PA district, in a ninth-grade elementary
school class. For information gathering, we used field research, as well as
questionnaires and observation, as well as video and image records. The analysis of
the information was made from some student responses, collected through the
questionnaires. The results show that the methodology chosen for the researched
reality was satisfactory regarding the teaching and learning of the students, as it
contributes to this process so that the students, together with the teacher's mediation,
become active participants in the construction of the project. knowledge, besides
contributing to a more dynamic, interactive, fun and playful class, thus diversifying the
methodologies commonly used in the classroom.
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