Description
This study aimed to investigate what math teachers understood by.ludic. The qualitative research was made with six schools in three school systems: municipal, state and private. Data were collected through questionnaires applied to mathematics teachers. The results showed that the teacher who has continued formation can understand the real meaning of ludic, managing to work with interdisciplinarity sometimes and, depending on the content, with some contextualized activities, performing real ludic classes. And for teachers who don’t have a continued formation, a ludic lesson necessarily need to have games and often it results in meaningless classes for students.
