As potencialidades do jogo mancala para o processo de ensino e de aprendizagem de matemática

Abstract

This qualitative study seeks to answer the following research question: What learning outcomes can be evidenced by the teacher-researcher and by fourth-grade elementary school students during the implementation of a didactic sequence involving the Mancala game? The objectives of the study were: (1) to investigate the strategies used by students in the process of solving problems generated through their engagement with the Mancala game and, based on a didactic sequence, to develop an Educational Product; and (2) to investigate the learning experiences of the teacher-researcher throughout the development of the study. For data analysis, Grando’s (2000) game stages were adopted: (1) Familiarization with the material; (2) Recognition of the rules; (3) “Playing for the sake of the game”: playing to ensure compliance with the rules; (4) Verbal pedagogical intervention; (5) Game recording; (6) Written intervention; and (7) Competent play. Data collection and analysis were conducted through audio and video recordings of the storytelling session based on the book What Is There of Africa in Us?, recordings of gameplay sessions, students’ written records of the strategies employed during the game, and the teacher-researcher’s field journal concerning the pedagogical interventions implemented throughout the activities. The Educational Product, entitled THE MANCALA GAME – KALAH, consisted of a didactic sequence developed over four one-hour lessons, organized as follows: Lesson 1 – storytelling and discussion of the relevance of Afro-Brazilian culture in accordance with the curriculum guidelines established by Law No. 10,639/03; Lesson 2 – development of game stages (1), (2) and (3); Lesson 3 – development of game stages (4), (5) and (6); Lesson 4 – development of game stage (7). Through the use of a game belonging to the Mancala family, curricular content related to Afro-Brazilian history and culture was also addressed in accordance with the provisions of Law No. 10,639/03. Based on the didactic sequence developed according to Grando’s (2000) game stages, the potential of the Mancala game for mathematics teaching and learning processes was analyzed. The findings indicate that the Mancala game contributed to the development of estimation skills, analytical thinking, anticipation of moves, and logical reasoning. Throughout the implementation of the didactic sequence, the children involved in the study demonstrated interest in and curiosity about African culture. In addition, the teacher-researcher experienced significant learning regarding ethnic-racial issues and pedagogical practices associated with the teaching of Afro-Brazilian cultural heritage.