O jogo tsoro yematatu enquanto etnodispositivo na aprendizagem de matemática no 7º ano do ensino fundamental

Abstract

This study investigates the African game Tsoro Yematatu as an ethnodevice in mathematics teaching, emphasizing the learning of geometry content and the development of logical reasoning among 7th-grade elementary school students. This qualitative, exploratory study involved fieldwork with questionnaires administered before and after the game. The objective was to identify students’ prior knowledge and analyze the impact of playful practices on the teaching-learning process. Based on the frameworks of ethnomathematics, ethnomodeling, and ethnodevices, the study highlights the importance of valuing cultural knowledge and demonstrates the pedagogical potential of Tsoro Yematatu in the development of geometric knowledge. Results show that using the game provides students with a meaningful, enjoyable, and interdisciplinary experience, contributing to the understanding of mathematical concepts and the appreciation of cultural diversity in schools.