More than Fun and Games: Teaching Mathematics through Games
Keywords:
mathematics teacher education research, mathematical games, conceptual understanding, reasoningAbstract
Mathematical games are valued for fostering engagement, fluency, and conceptual understanding. While research often focuses on student outcomes, less is known about how teachers plan and implement game-based instruction. This study addresses that gap by examining the beliefs, motivations, and practices of five primary teachers using educationally rich games. Based on teacher interviews and observations, the study explores how frequently games are used, their purposes, and how classroom enactments align with the pedagogical potential described in the literature. Findings show substantial variation. Although all teachers reported using games to support learning, only two consistently enacted them to promote reasoning, discussion, and deep conceptual engagement. The others used games mainly for fluency and motivation, often emphasising accuracy in fact retrieval over mathematical thinking. The study underscores the need for intentional planning and facilitation to harness the full educational potential of games. It argues that access to well-designed games are not enough; their impact depends on how they are used.
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