Saberes docentes sobre jogos no processo de aprender e ensinar Matemática

Abstract

The purpose of this paper is to understand the processes triggered in the building and/or the rescue of teaching knowledge related to the work with games from the fifth to the eighth grade. To collect the data, interviews with teachers, who work with games in the classrooms of those grades, were conducted. For the discussion process, the paper was divided into two axes. In the first one it was focused the constitution and the professional development of the teachers, their experiences with games in the classroom. And in the second one it is noticed the process of teacher s knowledge production in different aspects of the use of math games in teaching. In the analysis of the interviews it was possible to notice the constitution of the teacher s knowledge, historical and cultural, academic or formal and the experiences. We conclude that with the use of games in the classroom for the teaching of math, it is a strategy with multiple positive as well as negative possibilities that can occur along the time. In relation to the teacher s knowledge, they are produced and spread in the school s environment, and sometimes out of it, since the student and teacher s life experience is built and re-built in the every-day pedagogic action.