O brincar e a aprendizagem matemática: o jogo como ambiente facilitador no ensino de equações de primeiro grau

Abstract

This study addresses the challenge of reducing learning difficulties and negative feelings frequently associated with mathematics. Recent studies highlight a gap in research that explores the affective dimensions involved in mathematical learning, such as interest, self-esteem, and students’ subjective relationship with knowledge. Therefore, the theoretical framework is grounded in Winnicott’s (1975) concept of the facilitating environment. The objective of this research is to investigate the contributions of games and play in fostering a facilitating environment for 7th-grade middle school students. A qualitative methodology was adopted, involving a sequence of five lessons designed around the use of games to support the construction of knowledge related to first-degree equations. Data were collected through video recordings of the lessons and the teacher-researcher’s field diary. Data analysis was conducted through Content Analysis, following Bardin (2011). The analytical framework evolved through the validation of a priori categories using the data generated in the fifth lesson of the teaching sequence. Two lessons were selected for in-depth analysis: the “Prior Knowledge Bingo” and the “Equation Race.” The results indicate that games promoted active participation, curiosity, and the development of problem-solving strategies, contributing to advances in mathematical reasoning and supporting a shift from dependency toward greater student autonomy. A key finding was the high frequency of teacher cognitive mediation during the bingo activity and its significant reduction during the equation race, suggesting a gradual increase in students’ independence. The study concludes that the effectiveness of games in mathematics education depends on intentional teacher mediation, capable of articulating playfulness and learning, ensuring that games go beyond entertainment and become meaningful opportunities for cognitive and affective development.