EXPLORING ACTIVE METHODOLOGIES: THE ROLE OF EDUCATIONAL GAMES IN TEACHING MATHEMATICS FOR SOCIAL INCLUSION IN THE 1ST YEAR OF HIGH SCHOOL AT CETI ESCOLA DO MAR IN LUÍS CORREIA – PI

Abstract

The present study seeks to investigate the role of pedagogical games as an active methodology in teaching mathematics, focusing on the social inclusion of 1th-grade students in elementary education. Supported by a thorough review of the updated literature, the work demonstrates the relevance of games as tools that promote equity among students in the classroom and facilitate the learning of mathematics. The research employs a mixed qualitative and quantitative methodology. With the application of games in a public school, results were analyzed afterward. The data showed that the inclusion of pedagogical games intensifies student interest, motivation, and participation, promoting a better understanding of mathematical content and enhancing the development of interpersonal relationships, especially among students with difficulties, learning blocks, or in situations of fragility and social vulnerability. The theoretical and empirical discussion reveals that pedagogical games, When planned and applied properly, they are effective tools for a more democratic education, with equal, participatory, and inclusive participation. The study concludes that active methodologies with games are essential for transforming teaching methodology and making Mathematics education more representative, meaningful, equitable, and aligned with the principles of contemporary education within its reality.