Jogos e materiais concretos no ensino de matemática:

Abstract

Mathematics teaching has undergone several changes over time, somewhat abandoning traditional methods, characterized by exposure and mechanization of fixation exercises, commonly associated with this approach. Going through the 1950s to current times, authors such as Albuquerque (1953), Grando (2000) and Lorenzato (2006), showed that the use of didactic games for teaching Mathematics can improve student learning in direct contact with this type of action. To achieve this change, this understanding needs to be put into practice by the institutions and documents that govern the educational process in Brazil. Thus, this work, with a qualitative focus, aimed to understand how the guiding documents of Education, the National Common Curricular Base (BNCC) and the Tocantins Curricular Document (DCT), guide the use of games and concrete materials during the teaching and learning of mathematical concepts in the classroom. classroom. To this end, a bibliographical review was carried out on Mathematics teaching methods, processes for using games and concrete materials in educational contexts and, specifically for Mathematics teaching, concluding with a mapping and document analysis to understand how the guiding documents of Education in the country indicate and guide this use. The results obtained show that the BNCC does not significantly consider this trend, leaving it aside and covering it in a generic way only on one topic throughout the preparation; The DCT addresses the use of games and concrete materials and issues related to them in a different way, indicating this use in the related column created for pedagogical suggestions. Therefore, these indications should be encouraged as they carry great power of influence and change capable of positively modifying the current panoramas for Mathematics teaching.