Teacher training and (re)elaboration of mathematics teaching within the PIBID: the use of games as a methodological strategy: use of games as a methodological strategy

• Autor(a) principal: Lima, Francisco José de
• Data de Publicação: 2020
• Outros Autores: Vieira Gonçalves, Bruna Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/11216
• topic: Ensino de Matemática; Metodologia; Prática de ensino; Mathematics teaching; Methodology; Teaching Practice

Discussions about initial education and teaching practice are always very latent, considering the complexity of teaching and learning processes and the role played by teachers in the educational context. This article aims to reflect on the importance of the Institutional Program of Teaching Initiation Scholarships - PIBID for the constitution of the teaching praxis, envisioning the (re)elaboration of mathematics teaching, with emphasis on the use of games as a methodological strategy. Therefore, the qualitative study used the literature review and the survey of teaching strategies developed by a group of scholarship holders linked to the PIBID/Mathematical Subproject of the IFCE campus Cedro. Within the limits of this article will be discussed the use of games as a methodological possibility to teach and learn basic mathematics. The study is relevant due to the possibility of rethinking mathematics teaching and strengthening discussions about the initial teacher's education, with PIBID as a background. It was found that the games were used as didactic resources to work basic mathematics contents, such as the four fundamental operations, due to the students' learning deficit regarding this knowledge. It is concluded that the actions developed by the scholarship holders within the scope of the PIBID can contribute to the (re)elaboration of mathematics teaching, because it is a space for reflection and experience of teaching practices, which strengthens the undergraduate and initial training of the teacher.