Abstract
In this study, the views of middle school mathematics teachers on the concept of mathematical games were investigated. The participants of the study consisted of 13 middle school mathematics teachers. Phenomenology, one of the qualitative research methods, was used in the study. Interviews were used for the collection of data. The data were analyzed through content analysis. As a result of the research, the teachers mostly used the expressions instructive and fun in their definitions of mathematical games. It was found that the participants explained the relationship between mathematics and games with the presence of mathematics in games and mathematics making sense of games. It was observed that teachers used mathematical games for cognitive/academic and affective purposes. In terms of the benefits of mathematical games, the focus was on the benefits for the subject, the student and the teacher. Similarly, it was emphasized that mathematical games have various effects on students' learning, attitudes toward the lesson, personal development and social development. However, it was determined that teachers experienced various difficulties during the game design/planning and teaching process.
Published Version
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