Ensino da matemática através do brincar: Jogos didáticos no enfrentamento das dificuldades do 6º ano

Abstract

Mathematics education in Brazil faces historical learning challenges, which were significantly exacerbated in the post-pandemic scenario, with critical rates of learning gaps, especially in the final years of elementary school. This situation is even more complex in socioeconomically vulnerable contexts, such as those in the Amazon region. This research aims to investigate the effects of the systematic implementation of educational games in the teaching and learning process of mathematics for 6th-grade students experiencing learning gaps. Developed through a mixed-methods approach, the study adopted an action-research design. The pedagogical intervention, lasting three months, was carried out with 30 students from a public school in Itacoatiara-AM, within the scope of PIBID. Instruments such as diagnostic tests, systematic observation, and interviews were used for data collection, analyzed both quantitatively and qualitatively. The results show significant advances in the mastery of basic operations, development of mental calculation, and problem-solving ability. On the qualitative level, a transformation was observed in students' relationship with mathematics, with increased self-confidence, engagement, and motivation. It is concluded that educational games, when intentionally planned and integrated into the curriculum, constitute an effective pedagogical strategy for addressing gaps in mathematics, offering a replicable intervention model for similar contexts.