O jogo e a matemática: problematizando a ação educativa no ensino remoto e presencial

Abstract

The article aims to discuss limits and possibilities for mathematics teaching according to the assumptions of the Cultural-Historical Theory (CHT) and the TeachingOrienteering Activity (GTA), from a game designed for teaching in the classroom context and adapted for Emergency Remote Teaching (ERT). Therefore, we will report this process with a math game proposed for the early years of elementary school, made by teachers and academics who are part of the Pedagogical Mathematics Workshop at the State University of Maringá (PMW/UEM). As a result of the pandemic, teachers who participating of PMW/UEM faced with the need to think and seek alternatives capable of guaranteeing the school’s role, even in adverse conditions to what had hitherto existed in schools and society. We sought to identify, in the group of participants involved in the development of this game, the limits and possibilities of teaching and the need that, in any type of teaching, we need to consider the theoretical-methodological principles in the teaching organization are underprivileged. Thus, we ensured the appropriation of scientific knowledge to all students.