Proposta para o ensino das quatro operações com jogos educacionais: um guia didático

Abstract

This Final Undergraduate Project aims to develop a didactic guide composed of educational games focused on teaching the four basic mathematical operations (addition, subtraction, multiplication, and division) within the context of the final years of elementary education. The proposal arises from observations made during Supervised Internships and teacher training courses, which revealed that many students face difficulties in understanding operational algorithms. This work is grounded in the perspective that educational games, when used with pedagogical intent, constitute an effective methodology to promote active learning. Accordingly, the guide presents six mathematical games centered on the four operations, each described in a standardized format that includes pedagogical objectives, associated BNCC skills, required materials, classroom organization, rules, and didactic guidance. The curation of games considered criteria such as feasibility of implementation, low cost, and alignment with the mathematical competencies outlined in the curriculum. The research follows a qualitative, descriptive, and exploratory approach, supported by a bibliographic review. The results indicate that games foster logical reasoning, collaborative work, the development of autonomy, and student engagement, while also providing teachers with concrete tools for formative assessment. It is concluded that the developed guide represents both a practical and theoretical contribution to Mathematics teaching, offering didactic alternatives that value playfulness, teacher mediation, and the active construction of knowledge. The proposal expands teachers’ methodological repertoire and reinforces the role of games as mediating tools in learning fundamental operations.