Resumo

FREDRICH, Luciane Santorum  e  LARA, Isabel Cristina Machado de. LANGUAGE GAMES AND MATHEMATICS TEACHING: an analysis of their use in children’s education. Rev. Exitus [online]. 2019, vol.9, n.4, pp.576-605.  Epub 15-Maio-2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n4id1026.

This article is part of a research developed into a Science and Mathematics Education Master's degree. Aims to analyze the use of language games used in teaching Mathematics in Children’s Education. To do so, theoretically in essential concepts of Wittgenstein (2014) studies, Condé (1998), Gottschalk (2004; 2007), Baker (2017), Bannel (2013), D'ambrosio (2001), Lara (2001), among others. Methodologically, performs a Discursive Textual Analysis of questionnaires applied to 15 teachers who teach in a municipal school of Children’s Education in the metropolitan area of Porto Alegre, RS, and comments made in some of their classes. When depicturing the Mathematical approach, Mathematical languages accessible to children and the language used during school, it notes that the language that is being used by teachers who teach Mathematics in Children’s Education is the language used in everyday life often at specific times of the routine, as for example, the rounds of conversation. It shows the educating of teachers who teach Mathematics in Children’s Education does not discuss the Mathematical concepts profoundly. In addition, concludes that to play and the games at that stage of child development, are the most used strategies for teachers for the teaching of Mathematics. Stands out the importance that the teacher should be aware of when using language games that it deems to be suitable for Children’s Education, because in some cases may be appropriating incorrect terms or constituting an infantilized idea that can be considered fragile in the following years.

Palavras-chave : Children's Education; Language games; Mathematics.

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