Reflections on the teaching of mathematics from a perspective of universal design: An action mediated by games

Abstract

The work is the result of discussions between teachers who teach mathematics at the State Center for Training and Assistance to the Deaf - CAS Natal, who realized the importance of working with play, but precisely with card games, for the acquisition of basic mathematical content, in this case, multiplication. Thus, the study in question aimed to reflect on the process of teaching and learning mathematics in a more dynamic perspective. This dynamism makes it more interesting and motivating and learning is more pleasurable. This work is part of the research line Teaching and Learning Processes in the Perspective of Deaf Education and presents as dynamic the use of the game as a pedagogical resource in the teaching of mathematics. According to Chiummo and Oliveira (2016), games play a very important role in Mathematics Education, because of three aspects: the playful character, social relationships and the intellectual development of the student. Namely: playfulness as a moment beyond fun and yes, discoveries. Social relations as construction and reconstruction of oneself and the world and, finally, intellectual development in a total perspective, that is, considering the cognitive and emotional dimensions. The present work is based on at least three fronts: studies of Historical-cultural psychology (Vigotsky, 2001), studies on games in the teaching of mathematics (Selva, 2009) and studies on Universal Design (Zerbato and Mendes, 2018). The methodology used in the study was exploratory research of a bibliographic nature, since it offered a better understanding of the theme, with the contribution of bibliographic references about the use and role of games in the teaching of mathematics, through readings of books and scientific articles. The results indicate that the use of the game favors the learning of mathematical concepts, as well as provides an attractive, humane and inclusive environment.