Board Games and Mathematics: A Winning Strategy for Teaching Rational Numbers

Abstract

The use of games in educational context has been widely recognised as an effective strategy for making learning more engaging and meaningful. Educational games create a dynamic environment where students not only consolidate academic knowledge but also develop soft skills such as teamwork, decision-making, and communication. In mathematics education, where student motivation is often a major concern, the incorporation of gamification strategies has shown a very positive impact on learning. Through playful challenges, students are encouraged to apply mathematical concepts in a practical and interactive way, increasing their engagement and improving their understanding of the subject matter. Moreover, the use of games in mathematics education extends beyond reinforcing curricular content. It also helps foster a more positive attitude towards the subject. This paper presents a study which explores the use of non-digital games as a pedagogical strategy in the teaching and learning of rational numbers in primary school. The main objective was to assess the effectiveness of non-digital board and card games as a teaching strategy for non-negative rational numbers among Year 5 students. The methodology adopted was a qualitative case study with quantitative statistical analysis, involving the implementation of three physical board/card games in three classes. Data collection techniques included surveys, direct observation by the teacher-researcher, and analysis of students’ written work produced during gameplay. This study provides significant contributions, namely expanding knowledge on the effectiveness of non-digital games in mathematics education, offering evidence of their use as a pedagogical tool, and presenting a model that can be replicated and adapted by other educators. The results suggest that non-digital board and card games can be an effective strategy for teaching non-negative rational numbers, particularly due to increased student motivation, positive perceptions of mathematics, and improvements in self-confidence, self-esteem, willingness to overcome difficulties, and the development of social and collaborative skills.