LEARNING MATHEMATICS PLAYING

contributions of the game for the student with cognitive impairment

Abstract

This article is from the final work of graduation in Special Education (UFSM), which aimed to analyze the conceptions of teachers regarding the use of the game as a learning tool of mathematics for students with cognitive impairment included in classes of first years of elementary school. The research was characterized as qualitative, with the questionnaire as an instrument of data collection, which was applied to teachers of First Years of Elementary School who had students with cognitive impairment. Subsequently, the data were analyzed using content analysis, being significant the influence on play in the teaching and learning of mathematics, especially by the student with cognitive impairment.