Abstract:
This is a study of an empirical nature with a near-experimental design. The research aimed to investigate the level of understanding of multiplication by the students of the 4th year of elementary school; and performing intervention with games with rules and specific challenges for the development of the multiplication operation. The pedagogical intervention was performed with 14 students using the clinical method. The intervention was effective in construction of the arithmetic multiplication operation by students who did not master it, whom showed significant progress in arithmetic notions. The use of games and challenges showed that they can meet the cognitive and affective needs of the students.
Keywords:
pedagogical intervention; multiplication; mathematical games
