Operações com números inteiros e racionais: uma proposta de ensino baseada em jogos e recursos didáticos

Abstract

Mastery of operations involving integers and rational numbers constitutes a structuring axis in the development of mathematical thinking at school, serving as a necessary condition for students’ progression to more complex content. In this regard, consolidating this knowledge directly contributes to the development of problem-solving skills, whereas weaknesses in this area may compromise the continuity of mathematical learning throughout students’ schooling. The research problem arose from the observation that many students reach the ninth grade without an adequate command of basic mathematical operations. Therefore, the aim of this study was to analyze the contributions of using games in the classroom to solving problem situations involving integers and rational numbers. More specifically, it sought to investigate students’ main difficulties in learning these operations; analyze playful materials for teaching them; develop practical activities involving the use of games to solve problems with rational numbers; and analyze the effects of using games on students’ understanding of operations with rational numbers. This action research study adopted a mixed-methods approach. Data were produced through observation records collected during six intervention workshops involving 20 students from a ninth-grade class at a school in Picos, Piauí, Brazil. Of these students, 13 participated in both the pretest and the posttest and were included in the comparative analysis of the results of the two assessments. The results showed that incorporating playful practices into mathematics teaching contributed to giving new meaning to the learning process, fostering greater interaction among students and improving academic performance. An improvement was also observed in students’ understanding of operations with rational numbers, indicating that the use of games supports the development of a more consistent conceptual foundation, which is essential for subsequent learning. It is concluded that playful resources, when intentionally and systematically integrated into pedagogical practice, have significant potential to enhance mathematics teaching. Thus, this study contributes to the field of mathematics education by reinforcing the relevance of active methodologies and offering theoretical and practical support for teaching practice.