The purpose of this work is to serve as an aid tool for the teacher, for the students and for the development of the classes, however, we hope that the game is developed in an appropriate way so that it does not harm their performance. The objective of this work is to analyze the possibilities of teaching / learning of mathematical operations from the application of the game "the awakening of mathematics" for 6th and 9th grade students. The work methodology was developed for the students in order to solve such difficulties that some students were presenting during the math classes, developed from cardboard paper, A4 paper in 9x9 square format (9 squares in height and width), containing a total of 81 cells on the board, where the mental calculation of the four mathematical operations is proposed. It was realized that the use of the game should not be applied only as a means of interaction between students, therefore, if the teacher proposes the game as a teaching strategy, ...

Aim: Determine the effectiveness of the Game-Based Learning(GBL) using theSnake-and-Ladder mechanical game boarding in teaching primarymathematics like addition, subtraction, multiplication and division of wholenumbers. Methodology: Descriptive and experimental method. In descriptive method,where the developed mechanical Game-Based Learning, validated by eighty (80) pre-service teachers as major teaching strategy in primary mathematics and tested its' effectiveness using the pre and post-test design. Results: In validating the mechanical GBL (Game-Based Learning)-A mathematical Snake-and Ladder game boarding in eighty (80) pre-service teachers for their practicum-classroom demonstration, manifested agreeable perceptions (x =4.30) terms of technical quality, content quality and instructional quality. Using the mechanical GBL as major instructional aids in teaching basicmathematics got a very satisfactory (x = 3.50) respondents' responses in theactual classroom demonstration. Recommendation: Mobile Apps of GBL(Game-Based Learning) development.

To accomplish one of the Department of Education goals that envisions each Filipino learner to possess sufficient mastery of basic competencies in both literacy and numeracy, skills in problem solving, creative and critical thinking, this quasiexperimental research study was conducted to determine if the use of interactive game-based mathematics lessons improved the pupil’s mathematics performance in the classroom. It has been observed that pupils reaching higher grades in the elementary found difficulty in mathematics subjects because they have not mastered the fundamental operations well and replacing the traditional method of teaching fundamental math with interactive games is believed to create a difference and enhance learning. The main objective of this study was to determine if the use of nineteen interactive mathematics lessons improved the pupil’s mathematics performance and ascertain if significant relationship occurs between pupils’ responses on the features of the lesson...

The present paper focuses on the study of the external perception regarding the effect of the logical-mathematical game over the individual who plays it or has it played, from the perspective of the teachers of preschool education who particularly use in the teaching learning dynamics games and logical mathematical games as means of organising the didactical activities, and as a teaching method as well. There was found a Pearson correlation low to moderate, statistically significant, between the perception of the didactical values of the logical mathematical game and flexibility (the ability to change a didactic game into a didactical logical mathematical game), respectively interest (the concern to set up the didactical approach onto mathematical activities structured as a logical game). There was found a Pearson correlation low to moderate, statistically significant between the perception of the educative values of the logical mathematical game and the resources used in planning the didactical approach, as well as a weak correlation to flexibility, respectively interest. There was found a low Pearson correlation but statistically significant between the perceptions of instructive values of the logical mathematical game and interest, respectively, experience in teaching. Key words: logical mathematical game, abilities of mathematical communication, noological learning, didactical values of the logical mathematical game, educative values of the logical mathematical game, instructive values of the logical mathematical game

Many children appear to experience low motivation towards learning mathematics, which may negatively impact on their performance and engagement in further learning. More recently, educational games have been presented as a way of improving student motivation and performance in mathematics. The current study aimed to explore the impact that educational games had on the development of number concepts in kindergarten children aged between 5 and 6 years in Amman, Jordan. Employing purposive sampling techniques, fifty-five (N=55) kindergarten children (25 males and 30 females) in private kindergartens participated in the study. The sample was randomly distributed into two groups: twenty-nine (29) in the experimental group and twenty-six (26) in the control group. Researchers developed an innovative Mathematical Educational Games Program (MEGP) and an achievement test for children. Results indicated a significant difference between the control and experimental groups in favour of the experimental group with no significant difference being attributed to gender. In addition, the results showed no interaction between gender and the MEGP. This paper will therefore discuss the implications of these findings on the development of number concepts with kindergarten-aged children.

An integer-based mathematical game was the main subject of the study. The aim of this study was to analyse the mathematical content of the game which was developed by a fourth-grade student called Esin, and to examine the intuitive learning that develops through this game. The game was based on the addition of the positive or negative numbers won in each round. The integer is regarded as an abstract topic and is taught in secondary school. It is also regarded as a topic that students have difficulty in learning. However, in the case examined by this research, a fourth grader created an integer addition game using her own intuitive understandings and played it with three of her friends. This research was a case study focusing on the analysis of the game. The study group of the research was Esin and her three friends who played the game. Data was gathered in two stages. In the first stage Esin played the game with researchers and in the second stage Esin and her friends played the gam...