O USO DE JOGOS NO ENSINO DE LÓGICA MATEMÁTICA: uma revisão bibliográfica

Abstract

Mathematics is integrated into the main curricular components of elementary education. It is perceived as difficult to comprehend and does not inspire interest in the majority of students. Therefore, motivating students' interest in the discipline, as well as presenting innovative methodologies such as games, poses a significant challenge to educators. In light of this, the present research aims to describe the existing literature on the use of games in teaching mathematical logic. This is a bibliographic review, with a descriptive approach, based on the application and association of the following descriptors: “Aprendizagem”, “Educação”, “Ensino”, “Jogos”, “Lógica”, “Matemática”, "Learning", "Education", "Teaching", "Games", "Logic", and "Mathematics", using the boolean operator "AND", in the Scopus, Oasis, and Web of Science databases. Thus, articles published in journals between 2015 and 2024, written in either national or foreign languages, related to the guiding question, were included in the study. After filtering the works, 74 studies were obtained, which, after careful analysis, were reduced to 14 included studies. The results indicate that the integration of games in teaching mathematical logic is promising, as it can transform the traditional dynamics of classes and improve learning. Furthermore, it suggests that it is a didactic tool capable of transforming the traditional dynamics of classes, thus promoting effective, enjoyable, and inclusive teaching in different sociocultural contexts, a factor that remained as an intellectual gap due to the scarcity of literature.