Jogos matemáticos e mediação docente

Abstract

The article discusses educational actions planned intentionally with the use of games like Trigger learning Situation for internalisation of theoretical knowledge through the action and reflection as a result of mediation. Participants were 8 children of 2nd year of elementary school, selected by the teacher of the class. The investigative procedure took as a reference using a Guiding teaching Activity, through Being Learning Situations, verifying that the game, when used under the historical-cultural approach, triggers learning some concepts inherent in the operations of addition and subtraction. To this end, the games used CUBRA A SOMA and FECHE A CAIXA. The study consisted of five teaching activities with each game. The results indicated that the mediations, associated with the motivation of children, during the Teaching activity, can provide the development of highter psychological functions.