| Popis: |
The present study is an excerpt from an investigation that aimed to understand the presence of playfulness and its repercussions in the process of construction of mathematical knowledge. For this article, however, we will present the perceptions of teachers and students regarding playfulness in the teaching and learning process of Mathematics. As for the methodological path, it is an empirical research, with a qualitative approach that, in its data production process, relied on the use of questionnaires and thematic workshops. To analyze the data, the content analysis presented by Bardin (1977) inspired us. In this cut, we will stick only to the questionnaires. This work brought evidence of the potential of playfulness as a tool that contributes to teaching and learning, and that it is up to Universities to also rethink their teacher training courses, seeking to include playfulness in a training perspective. |
