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This work will address the use of playful elements in the practice of the teaching-learning process in Mathematics in Elementary School. Aiming to consider the importance of using play in the teaching-learning process in teaching Mathematics in this teaching modality; Reflect on the contribution of play to meaningful learning of mathematics in this teaching modality; Identify, in the educational practice of teachers in the initial grades of Elementary School, the benefits of a methodology that values play as a mediating resource for learning. To achieve the objectives, quantitative research was used as a methodological procedure, using a semi-open questionnaire as a data collection instrument, applied to 10 teachers who work with this educational modality under study. The work is based on authors such as: Almeida (2001), Vygotsky (1998), Santos (1997 - 1999 - 2000), Kishimoto (1993 -2003), Macedo (2000), Teixeira (2004), among others.