Digital Games for Teaching and Learning of Mathematics in Nigeria Schools

Fractions are among some concepts in mathematics that pupils in Nigeria primary find difficult to learn, and teachers find difficult to teach. These problems require solutions because mathematics knowledge is germane for technological advancement and national development. Pupils need to be actively involved in constructing their knowledge and digital mathematics learning games could be helpful. Thus, this study investigated the effects of digital mathematics games on primary pupils' achievement in fractions concepts. An appropriately validated pupil fractions achievement test (PFAT) was used to collect data for the study. Data collected were analyzed using t-test. It was revealed that pupils exposed to digital mathematics games performed significantly better than those exposed to conventional method. There is significant difference between achievements of male and female pupils exposed to game-based strategy.

The contribution of online mathematics games to algebra understanding in Grade 8

This study explores how online mathematics games contribute to Grade 8 learners’ understanding of basic principles and more sophisticated aspects of algebra. This project documents the trajectory of a purposive sample of 30 Grade 8 learners doing mathematics and one mathematics educator. The study is premised on the argument that learners with the guidance of the teacher can grasp algebraic concepts better and learn to manipulate these imaginatively and independently, by integrating new online mathematics games into standard classroom teaching of mathematics. The study was located within the interpretive qualitative research paradigm and used a case study approach. Data were collected by means of (1) lesson observations, (2) questionnaires and (3) semi-structured interviews. The data collected were analysed through the lens of the sociocultural theory, social constructivism and the activity theory. This study supports the view, set out in the literature reviewed, that the way in which resources are utilised can substantially improve the teaching and learning of algebraic concepts. Teachers should encourage learners to venture into the world of online mathematics games to learn algebra because they help learners to be creative, look for patterns, make conjectures, collect data, express their own thoughts, accept the ideas of others and establish structured forms of cooperation. The teacher’s role is to show and guide the learners how to use online mathematics games to solve mathematics problems. This study’s main recommendation, among others, is a revision of the curriculum to integrate online mathematics games into all subjects in classrooms at all levels.

Children’s Games and Games for Children

This article examines the mathematical activity of five-year-old Liam to explore the difference between the mathematics games designed for children and the children's games that emerge through playful activity. We propose that this distinction is a salient one for teachers observing mathematical play for evidence of mathematical sense making.