Conhecimento matemáticos presentes no jogo mancala: uma análise compreensiva da percepção dos alunos do 9° ano da Escola Municipal Prefeito Helcias Lira em Amarante-PI

Abstract

This paper presents an analysis of the mathematical knowledge embedded in the board game Mancala, highlighting its contributions to the teaching and learning process in the 9th grade at Escola Municipal Prefeito Helcias Lira. The study investigates how Mancala, a game of African origin, can be used as a didactic tool to develop students’ logical-mathematical reasoning and other cognitive skills. The methodology adopted was an exploratory, qualitative research, with the application of the game to a group of students, followed by a questionnaire to assess their understanding. The main objective of this research is to analyze the perceptions of elementary school students regarding the mathematical knowledge objects present in the game of Mancala. In doing so, we seek to identify the mathematical content mobilized in the game; to relate this content to the specific skills outlined in the Base Nacional Comum Curricular (BNCC); and to reflect on Mancala as a didactic material in mathematics education. The central research problem addressed was: What are the contributions of the Mancala game to the learning of mathematical knowledge objects and specific skills presented in the BNCC? The results indicated that most students were unfamiliar with the game, but after becoming acquainted with it, they demonstrated growing interest. The study concludes that the game fosters meaningful learning through playful strategies, particularly related to counting and operations involving addition.