Abstract
This paper aims at discussing the theoretical basis as well as the pedagogical potential of using games in teaching mathematics at high schools. A study on the literature, namely international publications pertaining to this topic, enables us to confirm the role of Mathematical Games and Games for Teaching Mathematics - hereinafter referred to as Educational Games for Teaching Mathematics (EGTMs). We have also collected, tested and annotated 26 games in order to initiate a supporting library of EGTMs for interested colleagues.
Highlights
Developing students’ learning competence has long been an integral component in educational innovation in general and Mathematics Education in particular
This paper aims at discussing the theoretical basis as well as the pedagogical potential of using games in teaching mathematics at high schools
A study on the literature, namely international publications pertaining to this topic, enables us to confirm the role of Mathematical Games and Games for Teaching Mathematics - hereinafter referred to as Educational Games for Teaching Mathematics (EGTMs)
Summary
Developing students’ learning competence has long been an integral component in educational innovation in general and Mathematics Education in particular. As learning competence can only be formed, developed, manifested and evaluated through learning activities, it is essential to develop new and diverse types of activities associated with the content of Mathematics. According to Vankúš (2005), in ancient Greece, both Plato (427-347 BC) and Aristotle (384-322 BC) believed that the main method of education for children from 3 to 7 years old were games. In Europe, in the late Middle Ages, the main educating methods were rigid discipline and learning by heart, and toys and the use of games were generally prohibited, it had been in continuous development and played a key role in children’s maturity
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