Mathematical Games

Leaving of the principle that the children think different of the adults and that our objective are not to teach to play, we must follow the way as the children play, being observing intent, intervening with the rank of interesting questions to assist to construct them to it rules and to think in way that they understand. We find diverse advantages in the use of the mathematical games in classroom, in view of the learning of the Mathematics, disciplines for times repudiated by many: to detect the pupils who are with real difficulties; to demonstrate if a subject well was assimilated by the pupils; the pupil becomes more critical, alert and confident, expressing what he thinks, elaborating questions and taking off conclusions without necessity of the interference or approval of the professor; the fear does not exist to make a mistake, therefore the error is considered a step necessary to arrive itself at a correct reply; the pupil motivates itself with the climate of a lesson different, what it makes with that learns without perceiving. Analyzing the possibilities of the game in the education of the Mathematics, we perceive some moments where children and young, in a generalized manner, exert activities with games in its day-by-day, it are of the classrooms. Many of these cultural and spontaneous games are presented impregnated of mathematical slight knowledge that simply are lived deeply during its action in the game. The Mathematical Games can be classified as: games combinatrios puzzles, games; abstract games, arithmetical games and geometric games. Each one has a specific function and can be used to advantage for some contents of the Mathematics. Amongst some conceptions of the development of the mathematical knowledge, of Caraa (2000) it incorporates the dynamics of creation and historical development of the concept for the generation of a new idea, being privileged it understanding of the phenomena of the reality and the development of the concept as learning process.


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