Games and playful activities as possibilities for organizing the teaching of mathematics in the early years of elementary education

Abstract

We are currently facing a concerning reality regarding the learning of mathematics, as students' performance is far below expectations, according to data from the National Institute for Educational Studies and Research (INEP). One of the elements that may contribute to this low level of learning is the way mathematics has historically been taught—through the repetition of calculations and the application of decontextualized and mechanical formulas that prevent students from understanding it as a human creation. In this context, this study aims to understand the importance of using games and playful activities as one of the possible ways to organize the teaching of mathematics in the early years of elementary education. To achieve this, we conducted a bibliographic review, focusing on authors whose theoretical approach expresses an understanding of the historical-cultural nature of knowledge production, the learning process, and the development of human psyche. This study shows that games and playful activities, when intentionally organized and selected, can foster learning through social interaction, as students learn school content while playing.