The game as a possibility to rescue mathematical language in an EJA class.

Abstract

Teaching young people and adults often presents challenges, since these students often carry traumas related to the subject of mathematics and face taboos rooted in their subconscious. It is therefore essential to adopt different teaching methodologies to ensure meaningful learning. The use of games in math classes offers advantages such as encouraging cooperation and the application of active teaching methodologies. The "Hidden Symbol" game was developed with the aim of using a playful approach to assess the learning of an E.J.A. class. The objective is to identify the level of knowledge of each student and, based on this, implement interventions to promote equity of learning in a heterogeneous class. The game proved successful in assessing learning, providing insights into the students' difficulties and improving the communication of doubts on the part of the students.