Contributions of Indigenous games and play to the teaching of Mathematics

Abstract

This article analyzes the dynamics between mathematics instruction and the use of Indigenous games as a pedagogical resource for learning, considering not only the social contexts in which these practices are embedded but also their political and subjective dimensions. The analysis is developed in alignment with legislation that guides anti-racist education, recognizing the school’s role in valuing cultural diversity and overcoming historically constructed hierarchies among different forms of knowledge. In this sense, the text highlights contributions from existing research that link such games to improved academic performance among children, demonstrating how these practices can foster an understanding of mathematical concepts, logical reasoning, problem-solving, and cooperation among students. It further outlines strategies for a playful and adaptable pedagogical project—one capable of engaging various age groups, sociocultural realities, and learning levels—without losing sight of mathematics curriculum objectives. Additionally, the article examines the development of effective learning activities through the use of games, investigating how teacher mediation, the selection of materials, the organization of time and space, and continuous assessment can enhance educational outcomes. It posits that the experience of play can be viewed through two complementary lenses: as a successful means of promoting learning—by increasing engagement, motivation, and the meaningful construction of knowledge—and as evidence of the need for new pedagogical approaches that both facilitate the understanding of mathematical content and foster interaction with other cultures, particularly Indigenous ones, whose knowledge systems have traditionally been marginalized in school curricula. Thus, the article argues that integrating mathematics instruction with Indigenous games can contribute to a transformative education—one committed to equity, respect for diversity, and the critical development of individuals. The strategies analyzed engage with learning and meaningful educational advancements in mathematics instruction, pointing toward potential paths for pedagogical practices that are more inclusive, contextualized, and responsive to the diverse realities found in the contemporary school environment.