LEARNING THROUGH PLAY: TEACHING PRACTICES IN MATHEMATICS
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.