Abstract
This article, the result of a qualitative research, of the case study type, aimed to analyze the concepts of playfulness presented by participants of the Study Group of the Laboratory of Studies and Research in Mathematics Education (LEPEM/CNPq) and to understand how these have been given new meaning throughout of the meetings. 05 registered participants, from the external public, teachers and future teachers who teach or will teach Mathematics participated in this research. For data production, two questionnaires were used, a priori and a posteriori. The proposed readings and their discussions allowed the participants to know playfulness in a broader and more articulated way with aspects of their professional training, building new perspectives on subjectivities, important in the movement of taking some activity as playful for themselves and seeing, also, playfulness beyond games and games. In this direction, therefore, we highlight the need to recognize playfulness as an aspect of training and also as part of the knowledge necessary for teaching.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
