Os jogos matemáticos como uma proposta lúdica para o ensino de frações no 6º ano do ensino fundamental.

Abstract

The teaching of fractions in the 6th grade of elementary school represents one of the main challenges faced by mathematics teachers, due to the conceptual complexity of the content and the traditional approach based on the memorization of rules. In light of this, the use of mathematical games was proposed as a ludic and pedagogical resource to facilitate the conceptual understanding of fractions and promote greater student engagement in the learning process. This study aimed to investigate the impacts of applying didactic games in the teaching of fractions to 6th-grade students. It is a qualitative, exploratory, and descriptive research developed through pedagogical workshops conducted with 40 students from a public school. The workshops were organized in four sessions and involved three specific games: Fraction Memory, Fraction Dominoes, and Fraction Race. Data were collected through pre- and post-tests, direct observation, and a field diary. The results showed that, after the implementation of the games, students presented significant progress in identifying, comparing, and solving problems involving fractions. A positive change in student behavior was also observed, with increased participation, cooperation, and interest in the proposed activities. It is concluded that mathematical games proved to be effective both in improving academic performance and in strengthening the students’ connection with mathematics, thus establishing themselves as a viable and meaningful didactic strategy for teaching this content..