Mathematical games in logarithm learning in the classroom

Abstract

This article aims to provide a descriptive and practical-theoretical study about mathematical games in the learning of logarithms in the classroom. It is intended to achieve the contextualization of how the use of mathematical games works in the classroom, especially when it comes to the use of logarithms. Thus, playful ways were thought to include this subject in the agenda of games and thus change the teaching-learning scheme with which everyone was accustomed. For this, the studies of Antunes (2001), Ferreira (2006), Grando (2000), Kami (1991), Pippa (2014), among others, were used as theoretical support, to reach an opinion. With the study, it was evidenced that the use of games makes the learning process more fl uid, dynamic and fair, being of more interest to the students. Thus, it was found that students learn better with playful ways of learning.