Matemática recreativa e Malba Tahan: sequência didática para o ensino de expressões numéricas no ensino fundamental II, a partir da obra o homem que calculava

Abstract

This study highlights the importance of incorporating teaching methodologies in Mathematics classes that make learning more dynamic, accessible, and contextualized, stimulating students’ interest in the subject and narrowing the gap between learners and their understanding of mathematical concepts. In this perspective, Recreational Mathematics is emphasized as an important methodological tool for making the teaching and learning process more playful and enjoyable. The research was developed through bibliographic study, adopting a qualitative and exploratory approach. Its main objective was to propose a didactic sequence for teaching and learning numerical expressions in lower secondary education, using Recreational Mathematics inspired by Malba Tahan’s book “The Man Who Counted.” This work was selected for its pedagogical and playful relevance. To support the study, several related publications—such as Segantini (2015), Tahan (2017), Silva, Pereira, and Alves (2019), Soares and Pirola (2020), Silva Filho, Lima, and Silva (2021), Bezerra (2021), Lindolfo (2021), Collins (2023), and Rigobello (2024)—were analyzed. Using the recreational problems from Tahan’s book to introduce, review, or transition through numerical expressions can provide significant benefits to students’ learning. The study concludes that Recreational Mathematics not only reshapes students’ perceptions of the difficulty of learning Mathematics but also fosters greater engagement, improving both learning outcomes and teaching practices.