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Probability. Games. Didactic sequence.
In this work, we present a didactic sequence for the teaching of probability, grounded in the origin of Probability Theory, dating back to games of chance. Historically, players and mathematicians engaged in analyses, comparisons, strategies, and calculations related to the frequencies of occurrences in gambling games. Understanding this historical context suggests that the use of games can be a suitable resource for Probability teaching, providing a dynamic and engaging approach. The elaborated didactic sequence comprises four sessions, proposing games aimed at conveying fundamental probability concepts. The objective is to create an educational experience that allows students not only to comprehend theoretically but also to experience in practice the concepts of probability, bets, and payouts against the house. This approach aims to stimulate students' reflection on mathematical concepts, providing a deeper and more meaningful understanding of probabilistic concepts while involving them in practical and challenging situations. It encourages the application of mathematical knowledge in everyday contexts, such as gambling. Thus, the didactic sequence represents not just a set of activities but a tangible outcome of this dissertation, reflecting innovation and the pursuit of effective pedagogical strategies in Probability teaching.