Abstract
This article, an excerpt from a master's degree research, aims to investigate how mathematical games, as a Learning Triggering Situation (SDA), have been used in the Early Years of Elementary School to articulate the different forms of meaning of mathematics. The investigation was carried out through a literature review, through searches in catalogs of theses and dissertations, selections of keywords related to the topic and a temporary cut-off from 2015 to 2022. In total, five master's dissertations were found, but no doctoral theses. With the analysis of the research found, it was possible to conclude that the focus of investigation, whose central theme is games such as SDA, is: the game to teach some mathematical concept or as a tool to teach mathematics. Furthermore, we identified that the game is still very limited to teaching arithmetic, with no research focused on algebraic, geometric significance or exploring the interrelationship between these areas.
Published Version
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