Amábile Adelimar da Silva Martins, Dayanne Leite Souza Belfort, Djalma Gomes Alves Dos Santos, Gabriela Costa e Silva, Fábio Cordeiro Beltrão
Mathematics is a fundamental foundation for logical thinking and for solving everyday situations, even when applied unconsciously. However, its teaching still faces challenges related to the abstraction of concepts in the classroom. This study aims to analyze the contributions of concrete and dynamic practices to the teaching and learning of Mathematics, highlighting playful learning. The research adopts a qualitative, bibliographic approach, based on the analysis of scientific articles and documents (Bogdan & Biklen, 2002). The findings indicate that manipulatives, games, and contextualized strategies promote student participation and support the construction of mathematical concepts. However, further research on practical experiences in different educational contexts is needed.