Jogos matemáticos: uma prática pedagógica para inclusão de alunos com necessidades especiais

Abstract

School mathematics, as a subject, is historically seen as an area of knowledge that is difficult for students to understand in general, and it is therefore quite common to see that, on the part of students, an intellectual effort is required. Furthermore, it can be understood that, currently, in addition to students having a lack of understanding of school mathematics, the methodology and assessment used by teachers, in most cases, tends to be poorly suited to the inclusive teaching and learning process for students with deficiency. It is known that the topic is widely explored, as it constitutes a good learning strategy. In this context, the objective was to carry out a survey in the database on the state of the art of the topic “mathematical educational games for teaching special students”, from 2018 to 2021, in order to enable a review of knowledge about the theme. 10 studies were used and analyzed for the period from 2019 to 2021, focusing on the use of games as playful activities for teaching mathematics. Most publications were dated for the year 2020 and published in national journals. The others refer to publications from 2019 and 2021 being published on undergraduate and postgraduate program websites. There has been an increase in the number of publications over the years regarding the playful use of mathematical games for teaching special needs students. Its use is based on different methodologies or teaching-learning instruments, with card games, logical reasoning and perception being the most used, especially in the initial grades.