Etnomatemática e formação docente: desenvolvendo o raciocínio lógico por meio de jogos indianos

Abstract

The use of games in Mathematics teaching has been explored as a strategy to develop students' logical reasoning, including the use of Indian games. Chowka Bara and Navakankari are much more than traditional Indian games. They are rich and versatile pedagogical tools, capable of developing cognitive, social, and cultural competencies in a playful, meaningful, and engaging way. By incorporating them into the school environment, the teacher creates unique opportunities to teach values, skills such as the development of logical reasoning in an integrative and dynamic way, and cultural appreciation. Thus, this study aimed to analyze the perceptions of a group of future Mathematics teachers regarding the use of Indian games and their contribution to the development of logical reasoning, considering the context of Ethnomathematics. The qualitative research was conducted with undergraduate Mathematics students from the Federal University of Alagoas through the application of the Indian games Navakankari and Chowka Bara, collecting their perceptions through questionnaires and semistructured interviews. The results indicate that the majority of future teachers recognize the potential of Indian games to stimulate logical reasoning, the elaboration of strategies, and improvement in concentration, while also highlighting that their implementation in the classroom requires planning. Furthermore, they recognize Indian games as pedagogical tools. We conclude that it is essential to invest in teacher education so that future educators can effectively integrate Indian games into Mathematics teaching, promoting an intercultural education that reveals the diverse ways different cultures have approached the development of logical reasoning, with a focus on the Ethnomathematics context within Basic Education classrooms.