Abstract strategy board game for mathematical reasoning: Opening the black box

Abstract

Abstract strategy board games have potential to develop players’ mathematical skills, especially reasoning. In this study, the actions performed by the students in the reflected games were examined within the concept of milieu of the theory of didactical situations. Eight 7th grade students participated in the study and their games related actions were analyzed according to the reflected game functions. 13 indicators of reflected game functions were identified: 8 in the heuristic, 3 in the explanatory, and 2 in the checking. The interactions between these indicators were analyzed in terms of transition between perceptual and theoretical levels to observe the evolution of the game milieu. The findings of the study showed that the indicators of reflected game functions played a key role in the development of a strategy. These indicators were found to be critical in the evolution of the milieu as they allowed transitions between theoretical and perceptual levels.