The mathematical gymkhana

a playful methodology for the teaching and learning process in secondary schools

Abstract

The article "A Gincana Matemática: uma metodologia lúdica para o processo de ensino e aprendizagem no Ensino Médio" presents an innovative approach to teaching basic mathematics, using a gymkhana as a methodological strategy. The research was carried out with 3rd year high school students. The literature review highlights the importance of playfulness in teaching mathematics, emphasizing its benefits for students' cognitive and social development. The choice of gymkhana as a playful activity to promote the teaching of mathematics is based on this context, since gymkhana provides a dynamic and engaging approach. The methodology used in the research, content analysis of the data collected through an online questionnaire, is an appropriate approach for assessing the students' perception of the gymkhana. The results indicate that the students not only enjoyed the activity, but also considered it to be a motivating agent. In addition, they stated that the gymkhana contributed positively to the teaching and learning process of basic mathematics. The conclusion of the article highlights the effectiveness of the gymkhana as a methodology for improving the learning of basic mathematics in high school. This conclusion is supported by the positive results obtained in the research, showing that the playful approach can be a valuable alternative for making math teaching more attractive and effective. In short, the article presents an innovative proposal backed up by evidence, contributing to the discussion on new approaches to teaching basic mathematics in secondary schools.