Mathematical Game: From the Perspectives of Ethnomathematics and Didactic Situation Theory
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In this paper, I present an activity carried out in the classroom with 7th grade students from the municipal public school system in the metropolitan region of Belo Horizonte, where, in the light of the Theory of Didactic Situations and Ethnomathematics, I offer some reflections on the use of mathematical games during the introduction of concepts and operations with whole numbers. May this initial work serve as inspiration for those teachers and students who, like me, are fascinated by the set of whole numbers and their specificities.
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£27.18
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