A socilização e o conceito de número: relações entre o jogo Mitch and Titch e o cotidiano da sala de aula no 1º ano dos anos iniciais

Abstract

The use of games in early childhood education allows students to experience the learning process in a playful way and promotes their social integration. Considering the current generation, which is in frequent contact with technology and uses it as part of their daily routine, it is important to investigate how digital games can contribute to learning the concept of numbers. In this context, this research aims to analyze teaching activities and the use of digital games in early childhood education as a pedagogical resource for mathematical learning and for the construction of socialization rules. We developed a qualitative, participatory research study, using field diaries, class recording, and student records as data collection instruments. All stages were initiated only after approval by the Research Ethics Committee and the legal consent of the children and their guardians. The subjects involved are first-year students in the early years of the Center for Teaching and Applied Research in Education. The analysis of the data obtained in the field was conducted based on the categorization process and cross-sectional content analysis. The participants built relationships between the digital game, the concept of numbers, and factors relevant to living well in society. Thus, by questioning the activities developed, it was possible to identify how these relationships emerge and the importance of this teaching resource in the development of mathematical activities. The research was extremely important in valuing the work of teachers and the need for mediation in learning the concept of numbers at this stage of education, as it provides a better understanding of the content and opportunities for socialization among these children.