Adaptação do jogo banco imobiliário como recurso de ensino e aprendizagem na matemática financeira

Abstract

This article's main objective is to analyze the use of an adaptation of the Monopoly game as a teaching and learning resource with 8th-grade elementary school students in the city of São Francisco do Maranhão. The theoretical framework addressed topics such as mathematics teaching, financial education in elementary school, teaching resources, playfulness, and the Monopoly game itself. The proposed methodology was divided into two stages: the first consisted of the theoretical foundation, and the second, qualitative and quantitative, was conducted through a pre-test, application of the adapted game, and a post-test. The data revealed significant improvements in student learning, especially in percentage content and basic operations, with an increase in the average score from 3.91 to 6.36. I also observed increased student interest in mathematics, in addition to the creation of a cooperative environment. We conclude that the game contributed to improved student performance and proved effective as a teaching tool. The experience reinforces the importance of incorporating play into pedagogical practices and points to the use of the math lab as a permanent support space, making the teaching process more creative, participatory, and meaningful.