PLAY IN THE TEACHING OF MATHEMATICS

Abstract

This research addresses the role of play as a pedagogical strategy in the teaching of mathematics, especially in school contexts where a traditional view of the discipline as abstract, rigid and demotivating persists. From a qualitative approach, theoretical foundations and educational experiences are analyzed that show how play, far from being a secondary activity, becomes a powerful didactic resource to promote meaningful learning, develop cognitive and emotional skills, and transform students' relationship with mathematical knowledge. The study is based on contributions from authors such as Piaget, Vygotsky, Montessori, Bruner and Skovsmose, who highlight the formative value of play in child development and its potential to activate processes of exploration, logical reasoning, creativity and autonomy. The sources consulted show that play-based learning allows for a reinterpretation of mathematics teaching by linking it to the student's immediate environment, fostering active participation, and creating more inclusive and supportive learning environments. It is concluded that incorporating play into teaching practice not only improves academic performance but also contributes to developing critical, creative individuals who are committed to their learning process. In this sense, play is presented as a key tool for a more humane, contextualized and transformative mathematics education.