MATHEMATICS AND LUDICITY: POSSIBLE PATHWAYS IN THE LEARNING AND DEVELOPMENT PROCESS OF STUDENTS INSERTED IN THE INITIAL YEARS OF FUNDAMENTAL EDUCATION

Abstract

This study brings considerations from elementary school instructors and students about the playfulness relevance as a potentiating learning tool to the math field. It is about an exploratory study, based in the conception of the social/historical learning and developing perspective of Vigotski, who objected to analyze if the playfulness is inserted on the instructors pedagogical praxis and their respective opinions about the use of the playfulness specifically on the math field. As for the students, it has been sought to understand their conceptions referring the math learning: Their opinion and expectative about the playfulness insertion to this field. In this study, it has been obtained significant results, which corroborate the playfulness relevance as facilitator learning for the math field.