Luciana Verêda da Silva
Clenilson Panta Angelim
The present work was developed based on bibliographical, exploratory, theoretical and qualitative research. Its main objective is to make an analysis and reflection on the importance of working with the ludic in the teaching of mathematics, emphasizing mainly the contributions found in this process, reinforcing that the ludic can and should be a positive tool in the teaching of mathematics. He emphasizes his contributions in mathematics classes, both for the teacher and the child, especially in the early years of education (kindergarten and elementary I), knowing that the playful will significantly benefit the intellectual development and potential of each child. Presenting that through the playful inserted in the teaching of mathematics, will bring a positive result regarding the learning of children by playing. To conceptualize the term Play as being the quality of what stimulates through fantasy, fun or play, in the view of some authors reinforce these concepts realizing how important the act of play is for the intellectual and cognitive development of students still children, but still name some games that help in the process of mathematical literacy, as well as their contributions in this area of mathematical knowledge.
Key words: Playful, Math Learning, and Math Education.
For a long time, mathematics was passed on so that students became apprehensive, afraid of discipline, and even today this dismay of mathematics on the part of students is visible.
What led to analyze the theme “The playful as a tool in the teaching of mathematics” was the fact that it wanted to further reinforce the importance of working with playful activities in the teaching of mathematics, emphasizing its contributions to both teacher and child. Today, the educator can and should use the ludic in the different situations within the classroom during his math classes, but we do not always see educators who are willing to change their methodology, leaving aside a traditional method for following a playful stance, including games. and games in their classes, even knowing that the game in mathematics teaching can be used as a guiding instrument that facilitates the teaching and learning process of the student in the subject in question. The playful will positively benefit the intellectual development and potential of each child, where it is up to the teacher to intervene properly without interfering with their creativity.
According to Zatz Halaban (2006), playing is essential for the child, as this is how she discovers the world around her and learns to interact with it. The playful is always present, whatever the child is doing. Thus the teaching of mathematics has its importance in the life of the student, and well before entering the institution the child is already in contact with mathematics, for the simple fact that it is present in many situations in our daily lives. Dantas, Rais, Juy (2012, p. 08) stresses that:
The child already brings to the school some numerical “concepts” that she already establishes singularity, because they are used in her daily life, such as her home number and that the school has the role of encouraging the child to appropriate the numbering system in a pleasurable and satisfying way. The child needs to be aware of numerical sequence in order to use it. (Dantas, Rais, Juy 2012, p. 08).
But upon joining an institution, students begin to learn math that is meaningless to them, full of rules and formulas, as well as outside their social context. They begin to take a different view of mathematics teaching, claiming to be a difficult subject, and end up feeling unable and unable to learn, which is conveyed to them by the way it is taught.
The present work intends to show that through the playfulness inserted in the teaching of mathematics, especially in the early grades, it can have a positive result regarding the learning of the children, by playing. This is a joke aimed at improving the logical reasoning of the child in a fun and creative way, and to mature this thought in the student's mind that this play is not to pass the time, as Kishimoto (1998) stresses when he says that “the game cannot be seen only as fun or a joke to waste energy, as it favors physical, cognitive, affective, social and moral development. "Let the student discover and understand that mathematics can go beyond calculations and formulas, sticking to a form also pleasurable to the act of teaching and that can be felt by students when they realize that this practice is being passed on by the teacher.
According to Cunha, “Playing develops the skills of the child naturally, because playing learns to socialize with other children, develops motor skills, mind, creativity, without charge or fear, but with pleasure” (Cunha 2001, p.14).
The fun is the joke, the entertainment of the people involved, the game, the fun. It is through play and through it that the student develops and it is under this thought that this work will be developed, so that learning math becomes even more attractive, fun and arouses the interest of the people involved, teachers / students.
According to CORBALÁN, apud ALSINA,
Teaching and learning math can and should be a successful experience of meaning that brings happiness to students. Interestingly, happiness is hardly ever mentioned within the goals to be achieved in the teaching-learning process, it is evident that we can only speak of a well-done teaching work when we all reach a satisfactory degree of happiness. (CORBALÁN, apud ALSINA, 1994, p. 14).
This satisfaction must be on both sides, they will not have learning if only the teacher shows interest, the teacher should seek strategies that draw the student's attention so that he is attracted to what is being seen, and that finds meaning in what is being seen. being passed on by the educator.
Based on research on websites and studies on works related to the theme, the present work is organized in subtitles that will present from the definition of the term Playful, referring to games, moments of fun, including games, toys and games. , as an ally and is assisting in math classes, making them more enjoyable and enjoyable for both the student and the teacher.
Further, the importance of the ludic in the teaching of mathematics, especially in the early grades, highlighting the contributions in helping the math classes, as well as distance from students the blockade they feel for the discipline and consider themselves unable to learn it. Soon after, talk about the contributions of games in the process of mathematical literacy, seeking strategies that facilitate this process and that allow their students to remain focused on their classes, without being stressed, tired and recognize the classes as attractive and the teacher demonstrates even more motivation in what you are exercising.