Oficinas de matemática: desenvolvimento de atividades e jogos em duas turmas de 2º ano na percepção das professoras

Abstract

This qualitative research is defined as a case study and has as its guiding question “What is the contribution of Mathematics workshops, with children from two classes of 2nd grade of Elementary School in a private school, in 2018 and 2019, from the perception of teachers?”. To answer the question, the objective of the research was: to analyze the contribution of Mathematics workshops, with children from two classes of 2nd grade of Elementary School in a private school, in 2018 and 2019, from the perception of teachers. The subjects of the research were the two tenured teachers of the participating classes, who received the workshops, from a school located in the city of Pelotas in Rio Grande do Sul (RS). The text goes through a discussion of the productions of Mathematics workshops in the context of MathLibras, linked to the Federal University of Pelotas, and also the teaching of mathematics through workshops with games and activities. The production and data collection were carried out from a questionnaire and interview with the two teachers. Data analysis was developed through content analysis, according to Bardin (1977). From this analysis, three categories emerged: initial and continuing education of teachers; perception of workshops; and pedagogical potential of activities and games. As a result, it is highlighted that math workshops can be more effective than traditional approaches, aiming to improve student learning. Finally, it was evident that the workshops contributed to the students ' learning throughout the school year, and that they represented a practice to improve the teaching and learning of mathematics.