The work aims to address the relationships that arise between the content taught and
the learning developed by students in the perception of teachers. This will allow
teachers to analyze the students within the school context using the insertion of games
in Mathematics classes, thus knowing and being able to improve their abilities. The
research was conducted with Mathematics Teachers of the Public Education Network
in the municipality of São Domingos do Capim- PA, in order that the games help the
mathematical content taught in the classroom, following the new organization of the
Common National Curriculum Base - BNCC, where these games are created in order
to improve not only the teaching, but also the cognitive behavior and logical thinking of
the student. Using the classroom and also outside the school environment as a means
of research, raising their mathematical knowledge beyond the school, and establishing
an education that is facilitating for children in early grades. However, the games need
to be inserted in an effective way, requiring that teachers have a brief knowledge of
some practices that Piaget and Vygotsky, and among other theorists establish as being
important for the development of the student through this teaching strategy that will be
previously inserted. Having as research environment the classroom and its
surroundings, the instrument used will be the game, and the research is generated due
to the relationships that arise after the content is inserted in the classroom and put into
practice.
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