Chess as a pedagogical tool in university extension activities of the Computer Science course

Contributions to cognitive development

Abstract

This study analyzes the potential of chess as a pedagogical tool for the development of cognitive functions in childhood, with an emphasis on working memory, attention, and logical-mathematical reasoning. It starts from the problem related to the difficulties faced by students in improving these skills, considered fundamental to school performance, especially in mathematics. The objective is to investigate, based on the scientific literature, how the practice of chess can contribute to strengthening these cognitive functions in the educational context. Methodologically, this is an applied qualitative study with exploratory objectives, employing a bibliographic review procedure, and also configured as a report on an extension experience linked to the Bachelor's degree program in Computer Science, grounded in the analysis of studies in the fields of education, cognitive psychology, neuroscience, and university extension. The results indicate that the systematic practice of chess favors the development of working memory, sustained attention, and strategic planning, competencies directly related to solving mathematical problems. Furthermore, a positive impact is observed on motivational and socio-emotional aspects, such as engagement, self-control, and resilience in the face of challenges. It is concluded that the introduction of chess in the school environment can constitute an effective pedagogical strategy for fostering critical and reflective students, and further empirical studies are recommended to deepen and validate the findings presented.