Jogos didáticos e ensino de matemática: estratégias metodológicas para ensinar números inteiros no 7º ano do ensino fundamental

Abstract

For a long time, mathematics education prioritized the memorization of formulas and the repetitive practice of standard problems. This study aimed to understand the teaching-learning process regarding the topic of "Integers" for 7th-grade students, employing methodological strategies that utilize educational games in the classroom. It was a qualitative study—exploratory and interventionist in nature—conducted with students and a teacher from a public school in a city in the state of Piauí (PI). Data collection involved a diagnostic questionnaire, pedagogical interventions using games (Integer Bingo, Integer Bowling, and Advancing with the Remainder), observation records, a process monitoring sheet, and a final questionnaire. The results demonstrated increased student participation, the development of logical reasoning, improved performance in operations involving integers, and greater interest in the subject. It was observed that the games fostered social interaction, student cooperation, and meaningful learning of mathematical concepts. The study concludes that the use of educational games is a valuable pedagogical tool for teaching mathematics, helping to make classes more dynamic, engaging, and effective.