PLAYFULNESS IN MATHEMATICS TEACHING: A PATH TO MEANINGFUL LEARNING

Abstract

The present work seeks to reflect on the importance of games in the classroom and their influence on the teaching-learning process, which can act as a device that facilitates school success with regard to mathematics teaching. It is understood that a child's good performance in the first grades and their consequent stay at school implies careful previous work on motor coordination, visual and auditory perception, verbal knowledge to communicate and express themselves, attention and ability to correctly follow instructions, also activities that develop logical thinking and others. The objective of this study was to understand how playful activities can help in the process of teaching mathematics, raising awareness among teachers and the entire school community about the importance of games and playful activities in the development process of students, especially in the initial grades. To carry out this study, bibliographical research was carried out, of a qualitative nature, being a descriptive and exploratory research, as it sought to gather in-depth information about playfulness in mathematical teaching. It is concluded that, while playing, children can be encouraged to count, compare quantities, identify numbers, add points made during play, perceive numerical intervals, that is, start learning content related to the development of arithmetic thinking.