A divisão nos anos iniciais:

Abstract

This research presents some possible contributions of play as a didactic resource. The context of this work is expressed in terms of a guiding question: What are the contributions of play to the process of teaching and learning in the content of division in the Initial Years? In order to answer this question, I outlined a general objective: to propose a reflection on the teaching process of the concept of division in the initial years and some complementary ones: to inventory the possible contributions to the teaching of the concept of division from book analyzes And specific literature and identify aspects that foster the initial formation of teachers of mathematics and pedagogy. The methodology of this research is of a qualitative nature based on the documentary research in textbooks from the third to fifth year of elementary school I, in an attempt to analyze the concept of division present in the books, and also to identify didactic proposals for the teaching of this content, besides , To verify in the specific literature of the Mathematical Education, authors that treat of the playful character inherent in the games and games as potentializadores of the teaching of mathematics. The results are presented in the attempt to favor the debate about the initial and continuous formation of teachers of Mathematics and Pedagogy, providing a reflection on the teaching practice in the initial years considering the content of division as the guiding principle of this discussion.