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This Author published in this journals
All Journal Journal of Instructional Mathematics Journal of Advanced Sciences and Mathematics Education
Paulo Vitor da Silva Santiago
Federal University of Ceara
Chemistry Education Mathematics Physics Social Sciences

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Games in Mathematics Teaching: A Practice with Didactic Resources in the Final Years of Elementary School Paulo Vitor da Silva Santiago; Francisco Cleuton de Araújo; Rosângela da Silva do Amaral de Araújo
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2452

Abstract

Mathematics learning in Brazilian public schools faces persistent challenges, particularly in relation to students’ mastery of the four basic operations. Traditional methods have often failed to generate interest or engagement, highlighting the need for alternative strategies such as mathematical games. This research analyzes the importance of using games in the mathematics classroom as resources that foster motivation, socialization, and problem-solving. The study adopted a qualitative approach in the form of a case study with sixth-grade students from a public school in Caucaia, Ceará, Brazil. The subjects were selected through convenience sampling, as this group represented students in a critical stage of mathematical development who frequently experience difficulties with arithmetic. Data collection included classroom application of the games Stop Math and Mental Bingo, a student questionnaire, and participant observation. Analysis was conducted through Bardin’s Content Analysis in three stages: game exploration, practical application, and reflection. The results showed that 83% of the students reported feeling motivated by the games, most considered the activities easy to perform, and observations indicated higher levels of concentration, participation, and interaction during lessons. These findings confirm that playful methodologies can strengthen learning of basic operations and make mathematics teaching more engaging, particularly in under-resourced public schools.
Augmented reality in the teaching of geometric solids for elementary school: Experience report in a public school Paulo Vitor da Silva Santiago; Umy Zahroh; Rani Darmayanti
Journal of Advanced Sciences and Mathematics Education Vol. 3 No. 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.285

Abstract

Background: Augmented Reality (AR) integrates virtual objects with the real world on smartphone screens, creating a seemingly seamless blend of both.Aim: This research aimed to explore the use of AR in teaching geometric solids to final-year elementary school students. An interactive tool, RA Solids, was employed, originating from a 2023 research experience in a 6th-grade class.Method: The study was conducted in a public school with students mostly classified as digital immigrants. The Didactic Engineering methodology was utilized for research.Result: The outcomes were positive, showing that the school environment was conducive to implementing the teaching and learning process of geometric solids using digital technology.Conclusion: The use of AR in education, specifically in teaching mathematics, demonstrates promising results in enhancing student engagement and understanding, particularly in the context of geometric solids.
Co-Authors Francisco Cleuton de Araújo Francisco Régis Vieira Alves Rani Darmayanti Rosângela da Silva do Amaral de Araújo Umy Zahroh