Pensamento lógico-matemático: uma intervenção no 5. ano do ensino fundamental

Abstract

This article analyzes how 5th-grade elementary school students develop logical-mathematical thinking through the use of Mind Lab reasoning games. The research is justified by the need to investigate pedagogical strategies that leverage the playful resources available in educational institutions —resources often underutilized in daily school life. Methodologically, the study adopts a qualitative, exploratory approach, carried out through a pedagogical intervention at a municipal public school in Maceió. The intervention spanned three sessions involving thirty students and utilized Mind Lab games such as “Rush Hour”, “Animal Sudoku”, and “Wolf and Sheep”. Data were collected via questionnaires, systematic observations, and field journal entries. The results revealed significant progress in the students' approach, shifting from actions predominantly based on trial and error to more reflective decision-making, characterized by the formulation of original strategies and the anticipation of moves. The study concludes that reasoning games, when applied with educational intent, serve as powerful and transformative pedagogical tools for consolidating logical-mathematical thinking at this stage of schooling.