MATHEMATICAL GAMES The education of Mathematics promotes the development of the logical reasoning, as well as stimulates the independent thought, the creativity and the capacity to decide problems. As alternative to motivate the learning, to stimulate the socialization and interaction between the pupils the educators find in the mathematical games the exit for this conflict. The well elaborated well planned educative games and serve of pedagogical resource for the construction of the mathematical knowledge. The use of the games develops in the students a taste for disciplines that until then it is seen as an animal papo. The learning through the games as domin, crossed words, memory and others allows that the student makes of the learning an amused interesting process and until. We verify three aspects to justify the use of the games in the lessons: the playful character, the development of intellectual techniques and the formation of social relations. The educative games with pedagogical purposes they disclose to its importance in situations of teach-learning when increasing the construction of the knowledge, introducing properties of the playful one, the pleasure, the capacity of initiation and action stokes and motivadora, making possible the access of the child to some types of knowledge and abilities.

For such, the game must propitiate diversion, pleasure and even though displeasure, when chosen voluntarily, teaching something that completes the individual in its to know, in its knowledge and its perception of the world. For the importance of the games in classroom, a schedule of the planning must be occupied inside, thus the professor can all explore the potential of the games, process of solution, registers and quarrels on possible ways that will be able to appear, preparing the pupil for deepened contents more in intudo of acquisition of mathematical concepts of relevance. To play is not to study nor to work, because playing, the pupil learns, over all, to know and to understand the social world encircles that it (Moura, 1996).