Reading, interpretation and evaluation of three teachers on the indication of educational games in Mathematics curriculum materials

Abstract

The study reported in the article was guided by the objective of understanding and analyzing the reading, interpretation and evaluation that teachers make of the indication of games in Mathematics curriculum materials. Data production was carried out with a focus group, with the participation of three teachers who discussed texts of teaching guidelines and tasks related to the indication of games in Teacher's Materials. The participants' statements were analyzed considering the relationship between teacher and curriculum materials and pedagogical approaches. The results reveal that teachers mobilize knowledge when reading, interpreting and evaluating the indications of games, presenting their perspectives and reflections on the roles that students and teachers can assume in Mathematics classes. Participation in the focus group may allow the teachers to (re)signify games as pedagogical practices that can contribute to promoting a more meaningful learning process for students.