FUN MATHEMATICS: USING PLAYFULNESS AND PROJECTS IN THE 4TH YEAR OF ELEMENTARY SCHOOL I

Abstract

This article proposes a reflection on the importance of integrating playfulness into project-based learning as a pedagogical approach for teaching mathematics in the 4th grade of elementary school. The study, conducted at Laura Herondina de Moraes School, uses a qualitative methodology to analyze how the combination of playful practices and interdisciplinary projects enhances the development of students' logical-mathematical reasoning, autonomy, and leadership. The research is based on classroom experiences, exploring the use of games, dynamics, practical activities, and contextualized problem-solving. The results demonstrate that this approach, based on active methodologies, not only fosters engagement and improves understanding of mathematical concepts but also promotes more consistent and meaningful learning. The inclusion of students with special needs and those with educational delays is one of the study's distinguishing features, reinforcing the methodology's applicability to a diverse audience. It is clear that the integration of projects and playfulness brings significant benefits to teaching in the 4th grade of elementary school. This combination provides a more dynamic, motivating, and realistic learning environment for students, fostering a practical and contextualized understanding of concepts. By engaging students in activities that stimulate curiosity, creativity, and problem-solving, it fosters not only the development of logical reasoning but also socio-emotional skills such as teamwork, communication, and empathy.