Jogos no ensino da matemática: um estudo bibliográfico com base nos anais do Enem

Abstract

The use of games in mathematics teaching is a didactic resource that can help students to increase their interest in the classroom, improve their understanding of the content, develop logical thinking, creativity, learn to respect rules, and also work in groups. However, in order to favor learning, games need to be well planned and have clear objectives. Recognizing the importance of this didactic resource for teaching and learning mathematics, this study aimed to investigate the approaches to the use of games in mathematics teaching, in articles published in the proceedings of the Encontro Nacional de Educação Matemática - ENEM, edition XIII, year 2019. For this, based on categories and subcategories of analysis according to Laurence Bardin (2011), 23 articles that address the application of games in the final years of elementary school and high school were analyzed. The categories were classified as Traditional Games and Digital Games, and the subcategories were classified as Motivational, Introduction of concepts or properties, Systematization of knowledge or properties, Review of mathematical content, and Development of skills. The results of the analyzed articles indicate that the most used approach of games in mathematics teaching was content review. Also, that the use of games favors mathematical learning, being more frequently applied in the final years of elementary school.