THE INTEGRATION OF PLAYFULNESS IN MATHEMATICAL LITERACY

Résumé fourni par la source

The objective of this study is to analyze the contributions of the use of concrete objects and creative pedagogical practices to the development of mathematical abstraction. To this end, a qualitative approach was adopted, based on the articulation between theoretical frameworks and the analysis of official documents, with emphasis on the National Common Curricular Base (BNCC). The discussion addresses concepts related to mathematical literacy and the contributions of D’Ambrosio (2005), who defines materacy as the ability to interpret signs and codes, construct models, and develop abstractions about reality, as well as understanding technoracy as the conscious use of tools and technologies. It also addresses playfulness as a pedagogical possibility for fostering the teaching and learning of Mathematics (Mineiro; D’Ávila, 2019). The analysis shows that concrete objects, contextualized experiences, and creative practices can contribute to bringing students closer to mathematical concepts, making learning more engaging in the classroom. However, the topic remains under continuous development, highlighting the need for further studies to expand discussions on methodologies capable of strengthening Mathematics education through playful approaches.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.