People of all ages love to play games. In the classroom, they are inherently fun and motivating and engage students in active participation.
Games not only provide opportunities for practice, but also allow students to deepen their mathematical understanding, communication and reasoning. They can be adjusted to allow for varying levels of mastery and can also act as an assessment tool.
In mathematics, games give students opportunities to explore fundamental number concepts, such as the counting sequences and one-to-one correspondence, as well as computation strategies, place value, patterns, and other important concepts.
Practice and feedback
Deep thinking with purpose
Ability to differentiate
Bragg, Leicha. (2003). Children’s perspectives on mathematics and game playing. In Mathematics education research: innovation, networking, opportunity: proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, Deakin University, MERGA Inc, Pymble, pp 160-7.
Davies, B. (1995). The role of games in mathematics. Square One 5(2).
Rutherford, K. (2015). Why Play Maths Games? National Council of Teachers of Mathematics. Retrieved 1 February 2018, from http://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-math-games