PLAYING, HAVING FUN, AND LEARNING: A TEACHING SEQUENCE FOR RECOMPOSING LEARNING - MATHEMATICS

Abstract

The report presents the implementation of the pedagogical intervention project "PLAYING, HAV-ING FUN, AND LEARNING: a didactic sequence for learning recomposition - mathematics" at ECITE Advogado Nobel Vita (Coremas, PB), developed during the 2024 academic year with 80 students from 1st-year classes A and C, designed to address learning deficits in basic mathematics content identified in diagnostic assessments, improve academic performance, and develop funda-mental skills for high school. The intervention articulated the didactic sequences of the Avança IDEBPB + Aprendizagem program with active methodologies structured in four integrated mo-ments: productive groupings with printed material for reading, interpretation, and problem-solving involving linear systems and financial mathematics; use of television as a pedagogical resource for socializing problem situations about geometry and plane transformations; use of cell phones con-nected to the internet via WhatsApp for collaborative development of activities on statistics and nutrition; and educational games created by the students themselves ("Escaping the Island" on algebraic expressions, "Ludo - The percentage race" on percentage, "Pythagorean Theorem Trail" on geometry), promoting playful, creative, and dynamic learning. Educational results demonstrate significant gains in learning recomposition, improvement in reading and interpretation of contextu-alized problems, development of mental calculation and concentration, in addition to greater stu-dent engagement and motivation. From a pedagogical perspective, the approach fostered BNCC competencies and IDEBPB skills, integrating Mathematics, Portuguese Language, and Art in an interdisciplinary manner, strengthening logical-mathematical reasoning, autonomy, collaborative work, and self-esteem. It is concluded that didactic sequences interspersed with educational games, even in large classes (40 students), constitute a viable, inclusive, and effective strategy to recompose mathematical learning, motivate students, and make teaching more enjoyable and mean-ingful.