This article presents the results of a survey whose aim was to identify whether or how the Mathematics teachers of municipal schools in Aracaju make use of the History of Mathematics to deal with mathematical contents on the final years of Junior High School. In order to accomplish such a task, first it was identified the subjects through the intersection between the names of the students who attended the subject History of Education at Universidade Federal de Sergipe - UFS, and the names of the teachers who had taught at municipal schools in 2010. From a quantity of 37 students who met the above criteria, 19 semi structured interviews were made with the group. In addition, two professors of the subject History of Mathematics, offered for the graduates in Mathematics at UFS, were also interviewed. In this case, the aim was to identify the historical contents presented in the course plans in an attempt to establish the same theoretical bases in relation to the contents and the way how they were studied by the teachers of the municipal schools in Aracaju. As theoretical foundation, it was adopted the authors: Fauvel (1997) to differentiate between history of mathematics written with initial capitals and lower case with initial Feliciano (2008), Miguel (1997), Miguel e Miorim (2008) about the uses of history of mathematics in the classroom e Valente (2007) to the treatment of sources. Based on the data collected, it is possible to affirm that most teachers use the History of Mathematics in the classroom. In relation to how, the most frequent use is the History of Mathematics as teaching resources, tied to the use as motivation, as curiosity, as explanation of the why. In these cases, the main role performed by the teacher is to present the contents and the historical information. The confirmation of this is in the verbs used, such as: to count, to explain and to cite, considered as indicative that the teachers adopt the model of lecture and the historical information as a form of explaining some why, which contributed to the students to become not only listeners in face of the knowledge which are passed on them. The result of this survey is an indicative that as soon as possible, it should be made an investment on other surveys in order to experiment the use of the History of Mathematics as a teaching methodology in which the historical information is the starting point to teach mathematical contents. / Neste trabalho é apresentado o resultado de uma pesquisa cujo objetivo foi identificar o se e o como professores de Matemática da rede municipal de ensino de Aracaju-SE fazem uso da história da matemática para abordar conteúdos matemáticos nos anos finais do Ensino Fundamental. Para realizar tal empreitada um primeiro passo foi identificar os sujeitos a partir da intersecção entre os nomes dos alunos que cursaram a disciplina História da Matemática na Universidade Federal de Sergipe - UFS e os nomes de professores que em 2010 atuavam na rede municipal de ensino. De um quantitativo de trinta e sete que atendiam ao referido critério foram realizadas dezenove entrevistas semiestruturadas com esses sujeitos. Além disso, foram entrevistados também dois docentes da disciplina História da Matemática, ofertada para os licenciados em Matemática da UFS. Nesse caso, o objetivo era identificar os conteúdos históricos presentes em ementas e em programas do curso, na tentativa de estabelecer um mesmo lastro teórico em relação aos conteúdos e a forma como que foram estudados pelos professores da rede municipal de Aracaju. Como sustentação teórica, foram adotados autores como, Fauvel (1997) para a diferenciação entre história da matemática grafada com iniciais maiúsculas e com iniciais minúsculas, Feliciano (2008), Miguel (1997), Miguel e Miorim (2008) sobre os usos da história da matemática em sala de aula e Valente (2007) para o tratamento das fontes. Com base nos dados coletados é possível afirmar que a maioria dos professores utiliza a história da matemática em sala de aula. Já em relação ao como, o uso mais frequente é a história da matemática como um recurso didático, atrelado à utilização como motivação, como curiosidade, como explicação dos porquês. E nesses casos, o papel predominante exercido pelo professor é o de expositor do conteúdo e das informações históricas. A confirmação dessa constatação está nos verbos utilizados para descrever o uso, a exemplo da presença de verbos como contar, explanar, citar, considerados aqui como indicativos de que os professores adotam o modelo da aula expositiva e as informações históricas como recurso para motivar ou explicar alguns porquês. O que contribui para que os alunos se tornem apenas ouvintes diante do conhecimento que lhes é informado. O resultante desta pesquisa é um indicativo que o mais breve possível deve ser realizado um investimento de outras pesquisas com o intuito de experimentar o uso da história da matemática como uma metodologia de ensino em que as informações históricas sejam o ponto de partida para ensinar conteúdos matemáticos

The thesis deals with the process of construction of mathematical knowledge of an individual and a group of pupils. At the outset, some concepts are discussed which belong to the theoretical background of our research (knowledge construction process and its mechanism, typology of mathematical knowledge, character of a mathematical structure, constructivist approaches to the teaching of mathematics, creative teaching, action research). Some results of selected local and foreign research focusing on constructivist approaches and action research in mathematics education are given. The methodology mainly consists of teaching experiments which can, to a certain extent, be seen as cycles of cooperative action research. The target group consists of pupils of lower secondary grammar school. The data gathered through traditional methods of qualitative research (participation observation, audio and videorecordings, pupils' artefacts, notes of an external observer, etc.) were analysed using the techniques of grounded theory. The research has generated results of three types: (1) The categories of individual and group constructions in mathematics have been described in depth including their dimensions (the measures of the teacher's influence on the construction, of the pupils' cooperation, of pupils' formal acceptance...

We report a class of the mathematics in which an animation technology (calculating and plotting capabilities) of the software Mathematica is utilized. This class is taught for university students in a computer laboratory during a second semester. It is our purpose to make a student realize the usefulness and the importance of mathematics easily through visualization. In addition, we hope that students will acquire a new power of mathematics needed in the 21st century. For several years, we have continued this kind of class, and have continued to investigate the effectiveness that our teaching method (especially visualization) brings in the understanding of the mathematics. In this paper, we present some of this teaching method, which is performed in our class. From the questionnaire survey, it is found that our teaching method not only convinces students that the mathematics is useful or important but also deepens the mathematic understanding of students more.

[pt] O objetivo deste trabalho é aplicar a Teoria dos Jogos como elemento motivador no ensino da Matemática em turmas da terceira série do ensino médio de uma escola estadual da cidade do Rio de Janeiro, que apresentam com grande frequência dificuldades no aprendizado desta disciplina. Construímos então uma sequência didática a ser realizada em sala de aula: apresentação de breve histórico da teoria, realização do jogo Dilema do Prisioneiro e posterior explicação sobre os resultados previstos pela teoria para este jogo, introduzindo os conceitos de matriz de ganhos e estratégia dominante. Em seguida foi aplicado um teste simples de auto-avaliação, para fixação dos tópicos apresentados anteriormente. Assumindo então que neste momento os alunos estão familiarizados com os conceitos mais simples da Teoria dos Jogos, realizamos em sala de aula o jogo Barganha com Ultimato, para posterior comparação de resultados com aqueles obtidos por Bianchi, Carter e Irons e Castro e Ribeiro. / [en] The objective of this study is to apply Game Theory as a motivating element in the teaching of mathematics in those classes in the 3rd series of secondary education in the state schools of the city of Rio de Janeiro which have already frequently presented difficulties in learning this discipline. We construct a didactic sequence to be applied in the classroom: presentation of a brief history of the theory; the realisation of the game, the Prisoner s Dilema; and a subsequent explanation of the results predicted by Game Theory for this game, introducing the concepts of the result matrix and the dominant strategy. We then apply a simple self-assessment test in order to consolidate these topics. Once the students are familiarised with the basic concepts of Game Theory, we realise the Ultimatum Game in the classroom in order to compare the results with those obtained by Bianchi, Carter e Irons and Castro e Ribeiro.

[pt] O objetivo deste trabalho é investigar como os alunos do Ensino Médio da rede pública estadual de ensino do Rio de Janeiro se comportam com a aplicação da Teoria dos Jogos como elemento motivador no ensino da Matemática, uma vez que apresentam, com grande frequência, dificuldades nesta disciplina. Para atingir o objetivo proposto elaboramos uma sequência didática que consistia na realização dos jogos Barganha com Ultimato e Dilema do Prisioneiro em sala de aula, sem qualquer explicação prévia sobre os conceitos básicos da Teoria dos Jogos. Nesta sequência didática, após a realização de cada jogo explicamos os resultados previstos pela teoria, introduzindo os conceitos de matriz de ganhos, estratégia dominante e equilíbrio de Nash, e explicamos o funcionamento do jogo Pôquer Simplificado com seus resultados teóricos. Ao término da aplicação da sequência didática, realizamos um teste de auto-avaliação simples, para que pudéssemos verificar o nível de aprendizado dos alunos envolvidos. Por fim, comparamos os resultados obtidos pelos pares de alunos que participaram do jogo Barganha com Ultimato (realizado quando ainda não possuíam qualquer experiência em Teoria dos Jogos) com aqueles obtidos por Bianchi, Carter e Irons e Castro e Ribeiro. / [en] The objective of this work is to investigate the effect of game theory as a motivator for mathematics education on those second year high school students in the state public schools of Rio de Janeiro who have already shown frequent difficulties with the discipline. In order to achieve the proposed goal, we develop a didactic sequence involving the application in the classroom of the games the Ultimatum Game and the Prisoner s Dilema without any prior introduction to the basic concepts of game theory. After the completion of each game, we explain the results predicted by the theory, introducing the concepts of the payoff matrix, the dominant strategy and the Nash Equilibrium. In addition, we explain the operation of the game of Simplified Poker along which its theoretical results. Upon completion of the application of this didactic sequence, we apply a simple self-evaluation test in order to verify the academic level of the students involved. Finally, we compare the results obtained by the pairs of students who participated in the game the Ultimatum Game (performed when the students still had no experience of Game Theory) with the results obtained by Bianchi, Carter e Irons and Castro e Ribeiro.

Dans le contexte actuel de l’éducation au Québec où la réforme des programmes de formation des jeunes appelle un renouvellement des pratiques d’enseignement, notre recherche s’intéresse au développement de la dimension didactique de la pratique liée à l’enseignement des mathématiques qui est considéré comme l’un des éléments clés des nouvelles orientations. Nous abordons la question par le biais de la collaboration de formation initiale pour l’enseignement des mathématiques au primaire qui se vit en stage entre des praticiennes en exercice et en formation et une didacticienne des mathématiques. Cette rencontre sur le terrain des stages au primaire entre praticiennes et didacticienne, longtemps réclamée et rendue possible à l’UQAT , nous a amené à formuler une première question de recherche touchant ce qui se construit à travers les échanges de ces partenaires de la formation au cours des supervisions pédagogiques conjointes qui les réunissent en stage. Nous avons cadré ce questionnement à partir des balises théoriques de la didactique professionnelle qui proposent modèle et concepts pour expliciter l’activité professionnelle et traiter des phénomènes de développement des compétences professionnelles en contexte de travail et de formation. La didactique professionnelle attribue un rôle essentiel à la communauté de pratique et au processus d’analyse de l’expérience dans le développement professionnel des novices et dans l’explicitation d’un savoir d’action jugé pertinent et reconnu. Nous y faisons donc appel pour poser le potentiel que représentent les échanges issus de la collaboration quant à leur contribution à l’établissement d’un savoir de référence pour l’enseignement des mathématiques. La didactique professionnelle propose également le recours au concept de schème pour décrire l’activité professionnelle et à l’idée de concepts organisateurs comme élément central de l’activité et comme variable de la situation professionnelle concernée. Nous recourons à ces mêmes concepts pour expliciter le savoir de référence pour l’enseignement des mathématiques qui émerge à travers les échanges des partenaires de la formation. Dans le cadre d’une étude de cas, nous nous sommes intéressée aux échanges qui se déroulent entre une stagiaire qui effectue son troisième et avant dernier stage , l’enseignante-associée qui la reçoit et la chercheure-didacticienne qui emprunte le rôle de superviseure universitaire. Les échanges recueillis sont issus de trois cycles de supervision conjointe qui prennent la forme de rencontres de préparation des situations d’enseignement de mathématique; d’observation en classe des séances d’enseignement pilotées par la stagiaire auprès de ses élèves; et des rencontres consacrées à l’analyse des situations d’enseignement observées et de l’activité mise en œuvre par la stagiaire. Ainsi les objets de discussion relevés par les différents partenaires de la formation et la négociation de sens des situations professionnelles vécues et observées sont analysés de manière à rendre visibles les constituants de l’activité professionnelle qui sont jugés pertinents par la triade de formation. Dans un deuxième temps, en partant de cette première analyse, nous dégageons les concepts organisateurs des situations professionnelles liées à l’enseignement des mathématiques qui sont pris en compte par la triade de formation et qui constituent des variables de la situation professionnelle. Les constituants de l’activité et des situations professionnelles qui résultent de cette analyse sont envisagés en tant que représentations collectives qui se révèlent à travers les échanges de la triade de formation. Parce que ces représentations se sont trouvées partagées, négociées dans le cadre des supervisions pédagogiques, elles sont envisagées également en tant que savoir de référence pour cette triade de formation. Les échanges rendus possibles entre les praticiennes et la didacticienne placent ce savoir de référence dans une dynamique de double rationalité pratique et didactique. Enfin, partant de l’apport déterminant de la communauté de pratique et de formation de même que du savoir de référence que cette dernière reconnait comme pertinent dans le développement professionnel des novices, les résultats de cette recherches peuvent contribuer à réfléchir la formation des futures enseignantes en stage en ce qui a trait à l’enseignement des mathématiques au primaire. / In the current context of education in Quebec, where the reform of educational programs for children calls for a change in teaching practices, our research is concerned with the development of the didactic dimension of practice linked to the teaching of mathematics, which is considered one of the key components of the new orientations. We address the question through the initial training collaboration for the teaching of mathematics at the primary level , which takes place in practicum between the practicing teacher,the student teacher and a mathematics didactician. This practicum-level encounter in primary school between practitioners and didactician, long required and made possible at UQAT , led us to formulate a first research question regarding what is constructed, over the course of exchanges between these training partners during the joint pedagogical supervision sessions which bring them together in the practicum context. We framed the question using theoretical markers of professional didactics which suggest a model and concepts for analyzing professional activity and for dealing with the development of professional competences in work and training contexts. Professional didactics assigns a vital role to the practice community and to the process of experiential analysis in the professional development of novices, and to the explicitation of pragmatic knowledge considered to be relevant and recognized. We therefore call on professional didactics to establish (in a theoretical way) the potential that exchanges stemming from the collaboration represent, with respect to their contribution to the creation of a reference knowledge for the teaching of mathematics. Professional didactics also offers recourse to the scheme of action concept in describing professional activity, and to the idea of organizing concepts as a central component of the activity, and as a variable in the professional situation being considered. We turn to these same concepts to make the reference knowledge for the teaching of mathematics, which emerges during exchanges between the training partners, explicit. Within the framework of a case study, we concerned ourselves with the exchanges that take place between a student teacher completing her third, and second-to-last, practicum , the associate teacher supporting her and the researcher-didactician who takes on the role of university supervisor. The collected exchanges stem from three joint supervision cycles in the form of meetings for the preparation of teaching situations in mathematics; in-class observation of teaching sessions piloted by the student teacher with her pupils; meetings dedicated to the analysis of the observed teaching situations, and of the activity carried out by the student teacher. In this way, the subjects for discussion raised by the different training partners, and the negociation of the meaning of the professional situations experienced and observed are analyzed, in such a way as to make the components of the professional activity considered to be relevant by the training triad visible. Subsequently, on the basis of this first analysis, we draw out organizing concepts from professional situations linked to the teaching of mathematics, which are taken into account by the training triad, and which make up the variables of the professional situation. The components of the activity and the professional situations resulting from this analysis are seen as collective representations revealed over the course of training triad exchanges. Because these representations were found to be shared, negociated as part of the task of educational supervision, they are also seen as reference knowledge for this training triad. The discussions made possible between the practitioners and the didactician place this reference knowledge within a dynamic of double (practical and didactic) rationality. Finally, on the basis of the influential contribution made by the practice and training community, as well as the reference knowledge, which the latter recognizes as relevant in the professional development of novices, the results of this research can contribute to thinking in connection with the training of future teachers in practicum, in relation to the teaching of mathematics at the primary school level.

Dans le contexte actuel de l’éducation au Québec où la réforme des programmes de formation des jeunes appelle un renouvellement des pratiques d’enseignement, notre recherche s’intéresse au développement de la dimension didactique de la pratique liée à l’enseignement des mathématiques qui est considéré comme l’un des éléments clés des nouvelles orientations. Nous abordons la question par le biais de la collaboration de formation initiale pour l’enseignement des mathématiques au primaire qui se vit en stage entre des praticiennes en exercice et en formation et une didacticienne des mathématiques. Cette rencontre sur le terrain des stages au primaire entre praticiennes et didacticienne, longtemps réclamée et rendue possible à l’UQAT , nous a amené à formuler une première question de recherche touchant ce qui se construit à travers les échanges de ces partenaires de la formation au cours des supervisions pédagogiques conjointes qui les réunissent en stage. Nous avons cadré ce questionnement à partir des balises théoriques de la didactique professionnelle qui proposent modèle et concepts pour expliciter l’activité professionnelle et traiter des phénomènes de développement des compétences professionnelles en contexte de travail et de formation. La didactique professionnelle attribue un rôle essentiel à la communauté de pratique et au processus d’analyse de l’expérience dans le développement professionnel des novices et dans l’explicitation d’un savoir d’action jugé pertinent et reconnu. Nous y faisons donc appel pour poser le potentiel que représentent les échanges issus de la collaboration quant à leur contribution à l’établissement d’un savoir de référence pour l’enseignement des mathématiques. La didactique professionnelle propose également le recours au concept de schème pour décrire l’activité professionnelle et à l’idée de concepts organisateurs comme élément central de l’activité et comme variable de la situation professionnelle concernée. Nous recourons à ces mêmes concepts pour expliciter le savoir de référence pour l’enseignement des mathématiques qui émerge à travers les échanges des partenaires de la formation. Dans le cadre d’une étude de cas, nous nous sommes intéressée aux échanges qui se déroulent entre une stagiaire qui effectue son troisième et avant dernier stage , l’enseignante-associée qui la reçoit et la chercheure-didacticienne qui emprunte le rôle de superviseure universitaire. Les échanges recueillis sont issus de trois cycles de supervision conjointe qui prennent la forme de rencontres de préparation des situations d’enseignement de mathématique; d’observation en classe des séances d’enseignement pilotées par la stagiaire auprès de ses élèves; et des rencontres consacrées à l’analyse des situations d’enseignement observées et de l’activité mise en œuvre par la stagiaire. Ainsi les objets de discussion relevés par les différents partenaires de la formation et la négociation de sens des situations professionnelles vécues et observées sont analysés de manière à rendre visibles les constituants de l’activité professionnelle qui sont jugés pertinents par la triade de formation. Dans un deuxième temps, en partant de cette première analyse, nous dégageons les concepts organisateurs des situations professionnelles liées à l’enseignement des mathématiques qui sont pris en compte par la triade de formation et qui constituent des variables de la situation professionnelle. Les constituants de l’activité et des situations professionnelles qui résultent de cette analyse sont envisagés en tant que représentations collectives qui se révèlent à travers les échanges de la triade de formation. Parce que ces représentations se sont trouvées partagées, négociées dans le cadre des supervisions pédagogiques, elles sont envisagées également en tant que savoir de référence pour cette triade de formation. Les échanges rendus possibles entre les praticiennes et la didacticienne placent ce savoir de référence dans une dynamique de double rationalité pratique et didactique. Enfin, partant de l’apport déterminant de la communauté de pratique et de formation de même que du savoir de référence que cette dernière reconnait comme pertinent dans le développement professionnel des novices, les résultats de cette recherches peuvent contribuer à réfléchir la formation des futures enseignantes en stage en ce qui a trait à l’enseignement des mathématiques au primaire. / In the current context of education in Quebec, where the reform of educational programs for children calls for a change in teaching practices, our research is concerned with the development of the didactic dimension of practice linked to the teaching of mathematics, which is considered one of the key components of the new orientations. We address the question through the initial training collaboration for the teaching of mathematics at the primary level , which takes place in practicum between the practicing teacher,the student teacher and a mathematics didactician. This practicum-level encounter in primary school between practitioners and didactician, long required and made possible at UQAT , led us to formulate a first research question regarding what is constructed, over the course of exchanges between these training partners during the joint pedagogical supervision sessions which bring them together in the practicum context. We framed the question using theoretical markers of professional didactics which suggest a model and concepts for analyzing professional activity and for dealing with the development of professional competences in work and training contexts. Professional didactics assigns a vital role to the practice community and to the process of experiential analysis in the professional development of novices, and to the explicitation of pragmatic knowledge considered to be relevant and recognized. We therefore call on professional didactics to establish (in a theoretical way) the potential that exchanges stemming from the collaboration represent, with respect to their contribution to the creation of a reference knowledge for the teaching of mathematics. Professional didactics also offers recourse to the scheme of action concept in describing professional activity, and to the idea of organizing concepts as a central component of the activity, and as a variable in the professional situation being considered. We turn to these same concepts to make the reference knowledge for the teaching of mathematics, which emerges during exchanges between the training partners, explicit. Within the framework of a case study, we concerned ourselves with the exchanges that take place between a student teacher completing her third, and second-to-last, practicum , the associate teacher supporting her and the researcher-didactician who takes on the role of university supervisor. The collected exchanges stem from three joint supervision cycles in the form of meetings for the preparation of teaching situations in mathematics; in-class observation of teaching sessions piloted by the student teacher with her pupils; meetings dedicated to the analysis of the observed teaching situations, and of the activity carried out by the student teacher. In this way, the subjects for discussion raised by the different training partners, and the negociation of the meaning of the professional situations experienced and observed are analyzed, in such a way as to make the components of the professional activity considered to be relevant by the training triad visible. Subsequently, on the basis of this first analysis, we draw out organizing concepts from professional situations linked to the teaching of mathematics, which are taken into account by the training triad, and which make up the variables of the professional situation. The components of the activity and the professional situations resulting from this analysis are seen as collective representations revealed over the course of training triad exchanges. Because these representations were found to be shared, negociated as part of the task of educational supervision, they are also seen as reference knowledge for this training triad. The discussions made possible between the practitioners and the didactician place this reference knowledge within a dynamic of double (practical and didactic) rationality. Finally, on the basis of the influential contribution made by the practice and training community, as well as the reference knowledge, which the latter recognizes as relevant in the professional development of novices, the results of this research can contribute to thinking in connection with the training of future teachers in practicum, in relation to the teaching of mathematics at the primary school level.

PEREIRA, Rinaldo Pevidor. O jogo africano mancala e o ensino de matemática em face da Lei 10.639/03. 2011. 156f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-12T18:08:29Z No. of bitstreams: 1 2011_Dis_RPPEREIRA.pdf: 3541124 bytes, checksum: 623de8ba23b4ebe9c93489b2037789e2 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-13T10:58:46Z (GMT) No. of bitstreams: 1 2011_Dis_RPPEREIRA.pdf: 3541124 bytes, checksum: 623de8ba23b4ebe9c93489b2037789e2 (MD5) / Made available in DSpace on 2012-07-13T10:58:46Z (GMT). No. of bitstreams: 1 2011_Dis_RPPEREIRA.pdf: 3541124 bytes, checksum: 623de8ba23b4ebe9c93489b2037789e2 (MD5) Previous issue date: 2011 / This research deals with the teaching of mathematics and the implantation of the law 10.639/03 in this field of knowledge. So, we study the possibility to use the African tray game named Awalé of the family of the Mancala as a metodological resource of mathematical teaching and learning, associated to the teaching of history, African and afro-Brazilian cultures. This is an intervention research, a qualitative approach, with semistructuralized interviews and pedagogical actions in classroom. Mancala is a mathematical game with logical, millenarian base in Africa, whose structure of movements of capture and defense of its parts is deeply rooted in mathematical concepts, cultural and philosophical African practices. The subjects of the research are the pupils of the Municipal School of Basic Education, Heloísa Abreu Júdice de Matos and Manoel Mello Nephew, from the cities of Vitória and Cariacica in Espirito Santo, where I work as a mathematics teacher. The motivation for the research was given for the necessity to improve the performance of my pupils in mathematics and to fulfill the determination of the law 10.639/03. In this direction, we carried out the intervention by means of a set of pedagogical practices with the game in classroom where we conclude in the research that the practice of the game promoted interactive lessons and contributed for the change of position of the teacher in classroom in a perspective of learning and relearning how to teach math. It also contributed for the construction of knowledge in the field of the teaching of mathematics, history and Afro-Brazilian culture. It still promoted motivation for the mathematical learning and the increase of self-esteem among the pupils in relation to the black, the black being and our culture. We consider that this work can contribute for the formation of teachers in mathematical Africanesses, considering the difficulty that this field of knowledge has presented for the implantation of Law 10.639/03 due to a universalist conception of the mathematical language, that being thus, would be out of the teaching of history and Afro- Brazilian culture. / Este trabalho de pesquisa trata do ensino de matemática e a implantação da Lei 10.639/03 nesse campo do conhecimento. Para tanto, estudamos a possibilidade de utilizar o jogo de tabuleiro africano Awalé da família do Mancala como recurso metodológico de ensino e aprendizagem matemática, associado ao ensino de história, cultura africana e afro-brasileira. Trata-se de uma pesquisa intervenção, de abordagem qualitativa, com entrevistas semiestruturadas e ações pedagógicas em sala de aula. O Mancala é um jogo matemático com base lógica, milenar na África, cuja estrutura de movimentos de captura e defesa das peças está pautada em conceitos matemáticos, práticas culturais e filosóficas africanas. Os sujeitos da pesquisa foram os alunos da Escola Municipal de Ensino Fundamental, Heloísa Abreu Júdice de Mattos e Manoel Mello Sobrinho, das prefeituras municipais de Vitória e Cariacica no Espírito Santo, na qual eu atuei como professor de matemática. A motivação para a pesquisa se deu pela necessidade de melhorar o desempenho dos meus alunos em matemática e para cumprir a determinação da Lei 10.639/03. Neste sentido, realizamos a intervenção mediante um conjunto de práticas pedagógicas com o jogo em sala de aula onde concluímos na pesquisa que a prática do jogo promoveu aulas interativas e contribuiu para a mudança de postura do professor em sala de aula em relação ao reaprender e aprender a ensinar matemática. Contribuiu também para a construção de conhecimentos no campo do ensino de matemática, história e cultura afro-brasileira. Promoveu ainda motivação para a aprendizagem matemática e o aumento da autoestima do aluno em relação ao negro, ao ser negro e a nossa cultura. Consideramos ainda que este trabalho pode contribuir para a formação de professores em Africanidades matemáticas, tendo em vista a dificuldade que esse campo de conhecimento tem apresentado para a implantação da Lei 10.639/03 devido à concepção universalista da linguagem matemática, que sendo assim, estaria de fora do ensino de história e cultura afro-brasileira.