GAMES IN INCLUSIVE MATHEMATICS EDUCATION IN TEACHING DIVISIBILITY RULES: A SYSTEMATIC ANALYSIS OF THE LITERATURE

Abstract

The present study aims to systematically analyze the literature on the use of games, from an inclusive perspective, aimed at teaching divisibility rules in the final years of Elementary School. To carry out this study, a qualitative approach was used and data collection was based on a bibliographic review of the literature. For temporal demarcation, the year of approval of the National Common Curricular Base was used as a starting point, i.e., 2018 until 2022. Furthermore, as a database we use the annals of national and international events linked to Mathematics Education. The following descriptors were used for the search: Multiplication, Divisibility Rules, Dividers, Inclusive Education, Inclusion, game and Multiples. As one of our results, we showed that we did not find works that addressed all the themes listed here, however, we highlighted five works that address Game and Inclusive Education. Furthermore, we emphasize that it is necessary to develop more studies that address the diversification of methodologies and teaching resources that deal with Divisibility Rules from an inclusive perspective, aimed at both Basic Education and initial and continuing teacher training.