This article aims to analyze the challenges and possibilities of using playful practices in Mathematics teaching. It addresses the question of how teaching practices based on playful activities can contribute to learning, fostering students’ participation and understanding of mathematical content. The research is characterized as bibliographic, with a qualitative approach, based on studies on Mathematics teaching, teacher education, and the use of games and playful activities in the school context. The discussions indicate that games can contribute to changing students’ perceptions of Mathematics, fostering interest, participation, creativity, and the development of problem-solving strategies. However, the use of playful practices is also related to teacher education, since implementing differentiated methodologies requires mathematical and pedagogical knowledge. It is concluded that playful activities constitute a pedagogical possibility for making Mathematics teaching more meaningful, provided that they are aligned with learning objectives and teacher education.
Gonçalves Zielinski Suelma dos Santos, Millena Rodrigues Barbosa, Dayanne Leite Souza Belfort et al.· Revista de Estudos Interdisc...· 0 citations
This study aims to analyze how the triad of Digital Culture, Computational Thinking, and the Digital World (CPM) influences the construction of teacher identity, seeking to understand the challenges and opportunities arising from the implementation of these dimensions in pedagogical practice. The research is based on a qualitative, bibliographic approach, grounded in the analysis of scientific literature and official documents addressing the integration of digital technologies into education and their implications for teaching. In this context, the study examines how these transformations affect teachers' professional education, practice, and identity in contemporary society. The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies. At the same time, the results highlight challenges related to initial and continuing teacher education, working conditions, and the adaptation of pedagogical practices. It is concluded that the CPM triad represents a structuring element of contemporary education while reshaping teacher identity and requiring new knowledge and practices for teaching in the digital society.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
