Jogos para a aprendizagem matemática nos anos iniciais: uma proposta à luz da metodologia de ensino sequência Fedathi

Abstract

This study addresses challenges in logical-mathematical knowledge, the mismatch between children's cognitive development and current curricular demands, and the lack of understanding regarding how students develop mathematical skills. These factors directly interfere with the mathematics teaching-learning process. This research aims to reflect on the disconnection between school knowledge and the child's reality, and the potential of mathematical games to overcome the predominance of mechanical activities over playful practices. The objective is to understand how the experience of the Fedathi Sequence, when integrated with games, optimizes the construction of mathematical knowledge. This qualitative research uses a bibliographic design. The analysis of bibliographic data, combined with the Fedathi Sequence methodology—through its stages of Taking a Stand, Maturation, Solution, and Proof—revealed that the use of games in mathematics classes fosters student protagonism and redefines the teacher's role as a strategic mediator, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC). Thus, they confirm the significant pedagogical potential of games as catalysts for intrinsic engagement, the development of logical-mathematical reasoning, experimentation, and strategy elaboration, in addition to contributing to the reduction of anxiety and fear of mathematics. It is also observed that games can be organically integrated into each experience of the methodology, enriching the teaching-learning process by transforming playful challenges into "Taking a Stand," pleasurable experimentation into "Maturation" (as a practical experience), and "Solution" as a reflection on strategies, consolidated in "Proof." This articulation promotes a "Living Mathematics," making concepts more concrete and understandable for children and developing essential cognitive and socioemotional skills. As an Educational Product, an e-book of didactic games aligned with the Fedathi Sequence is highlighted, presented as a practical resource for teachers. Although the study noted the need for more teacher training, it is hoped that this work will contribute to the improvement of pedagogical practice, as the use of games in mathematics classes has demonstrated the viability of integrating playfulness with mathematical rigor to form more critical, autonomous, and confident students in their mathematical abilities. Furthermore, the significant contribution of the Fedathi Sequence methodology as a booster of the mathematics teaching-learning process is emphasized.