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-7

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MATHEMATICS

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ISBN: 978-80-8147-007-3

9 788081 470073

Peter Vank

DIDACTIC GAMES IN MATHEMATICS

DIDACTIC GAMES

Peter Vank

Published with the support of grant KEGA No. 091UK4/2012 Development of mathematical culture by solving
common practice tasks.
From

Slovak

original

Didaktick

hry

translated by ASPENA, Bratislava.

DIDACTIC GAMES IN
MATHEMATICS

Peter Vank
Didaktick hry v matematike
2012 by Peter Vank
Translation: ASPENA, 2012

Published by: KEC FMFI UK, Bratislava, 2013

COMENIUS UNIVERSITY, BRATISLAVA

Cover: Miroslav Tiso, 2013

FACULTY OF MATHEMATICS, PHYSICS AND

INFORMATICS
Bratislava, 2013

ISBN: 978-80-8147-007-3

v matematike

P. VANK: DIDACTIC GAMES IN MATHEMATICS

CONTENTS

5 Collection of Didactic Games .................................. 51

16 Symmetric Pictures ............................................. 94

17 Hidden Exercises ................................................... 95
Pair games ................................................................. 98
18 3D Noughts and Crosses ..................................... 98
19 Bard ..................................................................100
20 Dim ...................................................................102
21 Domino ..............................................................104
22 Enades ...............................................................107
23 Snake ................................................................108
24 Treasure Seekers ................................................111
25 Logic ..................................................................113
26 Mathematical Memory ........................................114
27 Powers ...............................................................117
28 Letter 'L' Travelling .............................................119
29 Number of Divisors .............................................121
30 Equations ..........................................................123
6 Table of Didactic Games ........................................126

Cooperative games .................................................... 55

Conclusion ..............................................................130

CONTENTS
Contents..................................................................... 3
Preface ....................................................................... 5
Introduction ............................................................... 6
1 Didactic Games........................................................ 8
2 Games in the History of Education ......................... 18
3 Mathematics Teaching Research with Didactic Games .... 34
4 Selection

of Suitable

Didactic

Games and their

Methodology of Use ................................................. 45

Games for multiple teams ...........................................

1
Bingo ..................................................................
2
Circles ................................................................
3
Puzzle .................................................................
4
Builders ..............................................................
5
Lines Contest ......................................................
6
Chairs Contest ....................................................
7
Cipher Game .......................................................
8
Lotto ...................................................................
9
Relay...................................................................
Games for Teams of 2 .................................................
10 Cube with Letters ................................................
11 Magic Square ......................................................
12 Jigsaw.................................................................
13 Pyramid Construction ..........................................
Individual games.......................................................

55
55
58
60
63
65
67
70
74
77
80
80
82
85
87
90

Bibliography ............................................................131

Games for Individuals ................................................ 90

14 The Way Home .................................................... 90
15 Spot the Mistake! ................................................ 92
3

INTRODUCTION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

INTRODUCTION

PREFACE

The subject of mathematics is so

Children's games set up their

serious that we should not ignore

whole future lives; their personality,

any opportunity to make it

dispositions and innermost

interesting.

tendencies are expressed in and

B. Pascal, (1914)

developed through games.

F. W. A. Frbel, (1826)
A game is an activity which is attractive for most pupils and
also for the majority of the adult population. Currently
gamification is becoming increasingly popular. Gamification
is the use of game approaches and mechanisms in order to
increase the involvement and to support the desired actions
of people in various non-game contexts. Teachers have long
tried

to

use

the

attractiveness

of

games

and

their

motivational potential in teaching in the form of didactic

games. The aim of this publication is to present didactic
games and their use in mathematics teaching at both
elementary and secondary schools. It contains a theoretical
part related to didactic games, the methodology of their use
during lessons, and a collection of didactic games.
We believe that the publication will meet its purpose, and it
will be both educational and engaging.

of didactic games in mathematics from different perspectives.

In chapter I you will find a description of the notion of
'game' and a definition of a didactic game.
Chapter II contains a historic review of opinions about the
aim of games in education. It includes the opinions of many
historic characters that have supported the role of games in
education.
Chapter III covers the research of using didactic games in
mathematics teaching. The outcomes of such research
confirm the rightfulness of integrating didactic games into
mathematics education.
Chapter IV describes the selection of suitable didactic
games, and the methodology of using didactic games in the
teaching process.
Chapter V

is

a collection

of

selected

didactic

games

suitable for meeting educational targets in mathematics

Peter Vank
Bratislava, 2013

This publication comprises 6 chapters dealing with the issue

teaching, determined for classes 59 of elementary and

secondary school.
6

P. VANK: DIDACTIC GAMES IN MATHEMATICS

1 DIDACTIC GAMES

Chapter VI is a table where didactic games are classified

1 DIDACTIC GAMES

depending on the mathematical areas that the games are

primarily useful for.
The first three chapters are important for obtaining

Playing and games are some of

a theoretical overview of the issue of didactic games. Chapters

the most important elements of

IV, V and VI are important for a practical use of didactic

children's development, as they are

games, while the first three chapters can also be studied

a natural expression of children's

subsequently.

inner needs.
F. W. A. Frbel, (1826)
The key term in this work is didactic game. We will try to
describe this term in more detail.
In any language, the word 'game' has unusually numerous
meanings. It is used to describe fun and entertainment, but
also a theatre or music piece, or a careless activity, e.g. 'play
a hero'.
We can also see that different nations have a different
understanding of the word 'game'. In ancient Greece the word
'game' meant activities specific for children, mainly what we
denote today as frolicking; while the Jewish understood the
word 'game' as bantering and laughing. The Roman 'ludo'
meant a game, joy and cheerfulness; in Sanskrit 'kliada'
meant a game, pleasure. The current European languages
under 'game' understand a wide area of human activities
which are not related to hard work on one hand, and provide
joy and satisfaction to people on the other. And so many
notions have been included under this expression, starting
from children playing soldiers up to representing heroes on
7

1 DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

theatre stages, from a contemplative chess game, up to

feelings and the joy of its course. Importantly, certain aspects

a violinist's master art. (Ekonin, 1983)

that are also necessary for work or study can be developed

Looking in a pedagogic dictionary (Prcha, Walterov

through games. The following definition of a 'game' (Bhm,

and Mare, 1998, p 82) we will find the following under

1988, pp. 556557), which is identical in the meaning of this

'game':

word

Game: A form of activity, different from work or study.

with

the

previous

understanding,

contains

brief

opinions on the function of a game:

People have been dealing with 'games' all their lives, but

Game: A spontaneous activity the purpose and target of

games have a specific role at their pre-school age it is the

which is the game itself, and it does not consciously pursue

main type of activity. A game has numerous aspects: cognitive,

other targets (contrary to work). Each human activity may

practicing, emotional, motional, motivational, creative, fantasy,

acquire the nature of a game when performed just for fun, and

social, recreational, diagnostic and therapeutic. It involves the

for the pleasure of performing it. So there are: empirical,

activities of an individual, a pair, a small or a big group. There

emotional, imaginative, imitating, language, social, love, mental

are games which require special aids (toys, game instruments,

and other games. There are always attempts to divide the

sport equipment, tools, devices). Most games have the form of

manifoldness of games and to clarify them according to their

social interaction with explicitly formulated rules (given by the

functions. The following approaches to games are the most

agreement of the persons involved or by conventions). Much

common:

attention is paid to the course of a game (games with a focus

a game as an expression of excess energy (Spencer);

on cooperation, competition). It is possible to formalize

understanding a game as a return to previous stages of

a starting situation, the course, and results of some games,

development (Stanley, Hall);

and to study the decision-making of players in detail. A special

relaxation (Carr, Freud, Adler);

discipline of mathematics deals with these issues the game

unconscious preparation for the future (Groos, Claparede);

theory.

form of cognition (Volpicelli, Fink).

The mentioned definition contains the differentiation of

a game from work or study. It mainly lies in the fact that
participation in a game is not obligatory, and contrary to
work, material remuneration is not an impulse to play.
Participation in a game is mainly motivated by positive
9

In

addition

to

didactic

functionality

and

the

related

engagement of senses (e.g. educational and didactic games),

a game

has

deep

pedagogic-anthropological

reasoning

according to Frbel and Schiller. Frbel thinks that a game as

an "activity oriented from the inside of an individual outwards,
10

1 DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

while at the same time the individual is receiving external

opinions regarding the educational role of games, see the

stimuli inwards" exceeds the one-sided focus of study and

chapter Games in the History of Education.

work, and leads to the symbolic cognition and representation

In order to specify the characteristics of a game as

of the world. Schiller sees a form of human life in a game. He

a didactic method, we commonly use the term a didactic game.

thinks that through a game people not only fulfil their instincts

Under 'didactic game' we understand a game with rules,

and desires, but also deprive the surrounding conditions and

fulfilling a certain didactic target (Krov, 1996; Foltinov

binding obligations and rules, and have a nicer life.

and Novotn, 1997). Its main differences from a spontaneous

As it is clear from the definition that functions directly

children's game are:

connected to education are attributed to games: preparation

compulsory participation of pupils;

for the future, a form of getting to know the world. J. Piaget

its use to achieve certain educational targets;

and B. Inhelder, who considered the function of games in the

external game management (often through rules).

development of children's psychology in detail, attributed

The pedagogic dictionary (Prcha, Walterov and Mare,

a biological function of active repetition and experimentation

1998, p. 48) describes and characterizes a didactic game:

to a game through which new situations and experiences are

Didactic game: Analogy to a spontaneous children's activity

mentally processed and prepared (Piaget and Inhelder,

pursuing didactic targets (not always in an apparent way for

1997).

Considering its functions, a game seems to be

pupils). It may take place in a classroom, gym, playground or

a natural way of obtaining knowledge and acquiring new

outdoors. It has its own rules, and requires constant

mental processes. It is thus understandable that it has also

supervision and final assessment. It is meant for both

Plato

individuals and groups of pupils, while the role of a pedagogic

recommends giving apples to children to play with when

leader has a wide scope: from a main organizer up to an

teaching them arithmetic; he recommends suitable building

observer. Its priority is its stimulating nature, as it stirs

toys to educate future builders. The appeal of J. A. Comenius

interest, increases the engagement of pupils in the performed

'school through play' is well-known. Certain educational

activities, stimulates their creativity, spontaneity, cooperation

theories consider a game as one of the main teaching

and competitiveness, makes them use different knowledge and

methods (e.g. Progressivism, Waldorf education, French

abilities, and engages their life experience. Some didactic

Group of New Education GFEN). For more information about

games simulate real-life situations.

become

part

of

school

teaching.

11

In

his

Laws,

12

1 DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

Let's look closer at this definition. A didactic game is an

organizational function. His/her task is to ensure the smooth

activity for both pupils and a teacher focused on achieving

and successful course of a game. The arrangement of the

certain didactic targets. Let's compare this statement with the

environment should motivate the pupils, and encourage them

definition of a teaching method understood as 'arrangement

to actively participate in the game and try to achieve the

of learning stuff and the activities of the teacher and the

game targets.

pupils, in order to achieve determined didactic targets,'

Didactic game targets are determined by an educational

(Strar, 1979; Pavlk et al., 1984; Zelina and Neleovsk,

target which we want to achieve through the game. On the

1983). We can see that a didactic game can be considered as

basis of the given target, we choose a suitable type and form

a teaching method. L. Mojek mentioned a game separately

of didactic game. The use of a game as a teaching method is

as a teaching method in his overview of teaching methods

only meaningful when it enables the achievement of the

in1975.

determined educational targets.

The above-mentioned definition also delimits a certain

The game procedure itself is a performance of a didactic

standard structure of a didactic game. The most important

game through the activities of pupils and the teacher. It is

parts of a didactic game are:

necessary that this activity is interesting for pupils and

game environment;

motivates them to be active. It must be appropriate for their

game targets;

age and skills, and respect their needs. At the same time, it

the game procedure itself, determined by rules;

must be focused on achieving the educational target. Game

final game assessment.

rules ensure that the work leads to the achievement of the

The game environment is to be understood as the material

game purpose. Game rules determine the character and form

environment:

Another

of pupils' activities, they organize their activity. Game

component of this environment is the game itself, its rules,

elements such as competitiveness or an effort to achieve

task assignments, the procedure, and the form of activities of

better results are usually hidden in the rules.

necessary

aids

and

equipment.

both pupils and the teacher. Naturally, the most important

Final game assessment verifies the achievement of the

part of the game environment is the pupils and teachers

educational target, its task is to reward pupils and motivate

involved. Pupils bring their expectations, experience, and

them for other activities.

attitudes to mathematics, as well as their knowledge and

skills to each game. The teacher usually has a controlling and
13

To make it clearer, we will present a particular example of

a didactic game:
14

P. VANK: DIDACTIC GAMES IN MATHEMATICS

1 DIDACTIC GAMES

The curriculum of the 5th class of elementary schools

Material environment: Task cards with corresponding point

Area of geometric shapes (rectangle, square), also contains the

scores (10 points, 5 points, they may have the shape of fish

following subject matter: Area of geometric shapes in a square

see Picture 1.2) for each team.

grid. In exercises related to this subject matter, pupils need

Game duration: 1015 min

to determine areas of simple shapes in a square grid

(Picture 1.1). We will decide to use a didactic game for the
pupils to help them automatize the given subject matter. The
aim of this game is to practice the given subject matter by
solving tasks and feedback about the quality of knowledge
both for the pupils and the teacher. After determining the
Pic. 1.2 Game card for the Mathematical fishing game

given target, the level of pupils' knowledge and the character

of the subject matter, we will choose a suitable didactic game.

Game procedure:
The teacher distributes the cards into two groups,
depending on difficulty (cards of different difficulty have
different colours). The pupils will determine the area of the
shapes

in the cards. The pupils

select the difficulty

themselves by choosing which group they will choose a task

Pic. 1.1 The task is to determine the area of geometric shapes
(one square in the grid has an area of 1 cm2)

from. If they succeed in solving the task, their team wins the
corresponding number of points. The teacher assesses the

Game name: Mathematical fishing (Foltinov and Novotn, 1997)

correctness of the task solutions, and records the scores of

Game environment:

single teams. Tasks are numbered to enable faster control,

Pupils and the teacher: The class is divided into teams of

while the teacher has the matching results to each number.

5 pupils. The teacher has an organizational and controlling

Pupils put down the solutions on a special piece of paper,

role.

after a certain time (1015 min) the results are checked. The
task of the teams is to obtain the highest number of points.

15

16

P. VANK: DIDACTIC GAMES IN MATHEMATICS

Final assessment:
After the end of the game, the scores of single teams are
counted, and a ranking of teams is made on the basis of the
obtained numbers of points. Pupils are rewarded with points
for activity pupils of the winning team obtain the highest

2 GAMES IN THE HISTORY OF EDUCATION

2 GAMES IN THE
HISTORY OF

number of points, pupils of the team ranked last obtain the

lowest, but not zero, number of points.
Advantages of the game:

EDUCATION

The differentiated difficulty of tasks; inner motivation of

History is the witness of the

pupils through competitiveness among groups; weaker pupils

may also contribute to the team's success; active work of the
class; pupils work in a context attractive for them; feedback

times, the torch of truth, the life of

memory, the teacher of life, the
messenger of antiquity.

about the level of pupils' knowledge in single groups; pupils

M. T. Cicero, (2001)

develop their social skills through their interaction in teams.

On the basis of the previously mentioned understandings

The history of games and their use in education and

of a 'didactic game', we have formulated our working

upbringing started long ago. In this chapter we will describe

definition of this term:

the opinions of important characters regarding the role of

A didactic game is understood as an activity of the pupils

and teacher which pursues certain didactic targets. Pupils
usually do not realize these targets. The motivation of their
activity is the joy of performing it, competitiveness, the
opportunity to work in favour of a team, self-fulfilment...
A didactic game has rules that organize the pupils' activity.
This activity, its contents, and didactic game rules help to
achieve the educational targets of the game. A didactic game
is characterized by the high involvement and motivation of
pupils, and the pleasure of performing a playful activity.
17

games in education. The chapter is elaborated according to

the article The history and present of didactical games as
a method of teaching mathematics (Vank, 2005).
Even the ancient Greeks recommended games as a means
of education. Plato (427 BC 347 BC) in his works Laws
and Constitution justified the use of games in education.
According to Plato, the main educational method for children
aged 37 is a game. Educational games were meant to
prepare children for their future work activities. Plato thinks,
for example, that manipulation with jigsaws is a suitable part
18

P. VANK: DIDACTIC GAMES IN MATHEMATICS

2 GAMES IN THE HISTORY OF EDUCATION

of the education of future builders. Natural children's talents

This does not mean, however, that games did not have an

will be manifested in such playful activities (Plato, 1980,

important place in the lives of children in the Middle Ages. In

p. 310):

archaeological collections dating from the 14th to 15th

...teach boys about these disciplines not by violence, but in

centuries, we can find dolls, figurines of dogs and knights on

a playful way, and at the same time, you can also find out

horses, various ceramic toys... According to the findings, the

what each of them has a natural inclination for.

most popular toy on the territory of Slovakia until the 16th

Plato's scholar Aristotle (384 BC 322 BC) also realized

the importance of games for education. In his works Politics
and Nicomachean Ethics, he defended the need for games at
children's age. He thinks that a suitable game is the most
appropriate activity for children.
Schooling in ancient Rome continued in the Greek
educational tradition. The first schools appeared here at the
start of the republican establishment, and they were called
'ludi', i.e. games. Most of the games used in these schools
were related to the physical development of pupils.
After the fall of the Western Roman Empire, a feudal social
establishment was formed in European countries in the
5th10th

centuries.

It

flourished

during

the

11th15th

centuries, while medieval Christian religion and the church

had great influence

on

education

during

this period.

Education was aimed at developing humility and the

obedience of pupils. Hard discipline was therefore applied at
schools, bodily punishments were used. The main teaching
method was drilling. There was little scope for using didactic
games in this form of teaching.

century was a rocking horse. So also at that time, a game was

a preparation for future life activities: the rocking horse was
a preparation for a "knight's life", dolls were a preparation for
girls as future mothers, various wooden and clay tools helped
to form work skills and habits. However, the systematic use
of games in school education was tabooed in the period of
feudalism.
It was the Renaissance which brought about better times
for the use of games in education. Instead of humility and
obedience, the education of a physically developed and
intellectually educated human became the centre of interest
for education again. Due to its orientation on a human, this
movement

is

called

Humanism.

Humanists

criticised

medieval schooling very sharply. They refused the upsetting

verbalism and formalism in teaching, and rejected the severe
discipline of medieval schools. They required the ancient
Greek and Roman authors to be studied at schools. They
wanted the following sciences to be taught: natural sciences,
geography, physics, but also history. These humanistic
requirements and attitudes resulted in the need to change
educational methods. Teaching should be demonstrative, to

19

20

2 GAMES IN THE HISTORY OF EDUCATION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

stir pupils' activity. The life needs and interests of pupils were

contrary, if you see that a toy is nice to his/her eyes, ears and

also to be considered. Games were also used as a way to fulfil

other senses, it will be refreshing for the child's body and

these criteria.

mind.

Some teachers in the 15th to 18th centuries shared the

Comenius also stressed that children need to play group

positive ancient Greek and Roman attitude towards the

games to develop their social skills. In his opinion, games

games.

a significant

have a beneficial effect on the health of children and they

educational method was also supported by the extensive

develop their senses, memory, judgement, work fervour and

production of toys in Europe, mainly concentrated in

eloquence. Comenius emphasizes the use of bodily games for

Germany. This is exactly where J. A. Comenius (15921670),

the physical development of pupils. He also acknowledged the

the great European educator, studied. According to his

function of games as a preparation for future work. He

opinions, a game is a very important element of upbringing,

stressed the need to lead children from a spontaneous playful

as education itself should be playful and joyful. It is

activity to intentional work in this sense he pointed out the

therefore, necessary to constantly arouse the interest of

guiding of children during games and the use of games with

pupils in teaching and to explain subject matter so that it has

rules.

The

interest

in

using

games

as

the nature of a game.

Humanistic opinions about education appear in the

Comenius laid the foundations for the 'school through play'

pedagogic work of the English philosopher, scholar and

in his works Informatrium koly materskej (Book of Nursery-

pedagogue J. Locke (16321704). Locke dealt with the issues

school Teachers), kola hrou aneb iv encyklopedie (School by

of upbringing and education from both the theoretical and

play or a life encyclopaedia) and Vevchova (All-education)

practical points of view. He criticises medieval schools and

(Comenius, 1957, 1959). He understood games, as a natural

their methods. He thinks that teaching should be performed

way to foster a child's will and character features, as

naturally and not by force. When teaching reading and

a spontaneous expression of a child's activity bringing

writing, Locke recommends using games with letters and

pleasure. In the education of the youngest children, he

picture books. (Locke, 1959)

emphasizes (Comenius, 1957, pp. 137138):

Parents should try to ensure that their children have joy in

The work of the French enlightener J. J. Rousseau (1712

1778)

Emile

or

On

Education

also

comes

from

the

their lives. To summarize, when you see whatever the child

Renaissance. In it the author defends the humanistic

likes and welcomes, it should not be denied to him/her; on the

opinions of childhood. Until the Renaissance, the age of 67

21

22

2 GAMES IN THE HISTORY OF EDUCATION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

was considered to be the age limit of childhood. After

for the systematic use of games to achieve educational goals.

reaching this age, children were fully integrated into the work

(Biber, 1831)

process. The right of children to a longer 'playful' childhood

started to be more accepted during the Renaissance.
In

his

work,

Rousseau

demands that

education

The first research in the area of games and their

educational

function

date

back

to

the

18th

century.

is

A pedagogic system of games prepared by the German priest

performed in natural ways with regard to age particularities;

and pedagogue F. W. A. Frbel (17821852) is well-known.

he refused the suppression of pupils' personalities, dull

Frbel was Pestalozzi's scholar and follower. He also believed

cramming of subject matter, or excessive discipline. According

in

to Rousseau, the basis of education and upbringing should be

upbringing,

a childs own observations, contemplation and personal

education. He thinks that games are a means of a healthy

experience. Naturally the use of games was appropriate here,

evolution of young people. His following statement confirms

as an adequate and free activity for children. Rousseau himself

this (according to Lange, 1863, p. 33):

says (Rousseau, 1910, p. 81):

the

great

importance

and

of

games

recommended

their

in

education

use

in

and

children's

Playing and games are the highest level of children's

Love children, let them have their games, fun, and their
lovely instinct.

development, the development of a person of this age, as they

are a natural expression of children's interior, an expression

Particularly, Rousseau paid attention to motional games,

games for the development of writing, counting and musical

which originates from the internal need of the child itself.

Frbel

divides

children's

evolution

into

3 periods:

talent. He formulated rules which need to be followed during

a suckling, a child, and an adolescent. In the 'suckling period'

games: appropriateness of the game for children, its joyful

children's senses develop, 'childhood period' is the time of

and non-enforced behaviour. According to Rousseau, a game

games and speech development, while the 'adolescent period'

is a childs natural activity which best satisfies their need for

is the period of schooling when educational goals can be

activity.

consciously achieved. We can see the importance which

The

German

pedagogue

J. H. Pestalozzi

(17461827)

further developed Rousseau's ideas. He placed importance on

Frbel placed on games in pre-school education in the

following quotation (according to Lange, 1862, p. 469):

learning through activity. Through this activity, he is trying to

Games should serve children as an all-round and joyful

encourage the pupil to display their interests. One such

practice, all their powers and abilities should be educated in

activity was a game, in his opinion. He pointed out the need

23

24

2 GAMES IN THE HISTORY OF EDUCATION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

clear joy; and children should live in harmony and holy

expressed in and develop through games. The whole future life

childishness and prepare for school and their future life.

of a man has its source in his childhood.

Frbel revised in detail and tried the methodology of

Renowned psychologists, philosophers and pedagogues

education in pre-school establishments ("Kindergartens") as

made detailed analyses of games and their importance in the

well as a set of toys suitable for the education of children of

lives

this age. This set of children's toys is known as "Frbel's

J. W. Goethe,

gifts".

among many others.

It is a collection of 6 sets of simple toys. The first gift is

of

people

in

the

F. Schiller,

J. W. Goethe

19th

century.

H. Spencer

(17491832),
out

and K. Groos
important

education. He was particularly interested in the imaginative

spatial imagination (e.g. the terms "forward" and "backward"

and dramatic elements of games. He thought that games

related to the movement of balls). The second gift is a wooden

developed

sphere, cube and cylinder. The purpose of this gift is to make

understood

children familiar with basic geometric shapes. The third gift is

development (Cheyne, 1989, p. 25).

F. Schiller

as

memory
a means

(17591805),

the

and
of

of

German

They should help children to recognize colours and master

a game

importance

from

playwright,

imagination,

the

mention

a set of 7 cotton balls of different colours, fixed to a thread.

a cube divided into 8 cubes; the fourth gift is a cube divided

pointed

the

Let's

games

emotivity.
general

German

in

Goethe
personal

poet

and

into 8 boards. The fifth and sixth gifts are cubes divided into

philosopher, reflected his ideals of freedom and sense in

27 small cubes, some of which are further sub-divided. All

games. He considers them to be a form of activity, enabling

these divided cubes should teach children to build shapes

individuals to express themselves freely and thus to achieve

and thus develop their imagination and combination skills.

a more beautiful life. Schiller contemplated the reasons for

Frbel elaborated an exact methodology for the use of his

playful behaviour. According to him, the play of animals and

gifts, he established a set of accompanying words, songs and

people is an expression of excessive life energy which nature

movements. His gifts became widespread (Va et al., 1958,

has endowed them with generously and which has not been

p. 112).

used in the fight to survive. (Schiller, 2004)

Frbel's view of the educational use of games can be

expressed in the following quotation (Frbel, 1826):

dispositions

and
25

innermost

tendencies

(18201903),

the

English

philosopher,

sociologist and pedagogue, advocated such education and

Children's games set up their whole future lives; their

personality,

H. Spencer

are

upbringing which are aimed at preparation for life. In his

work (Spencer, 1911) he determined didactic principles
26

2 GAMES IN THE HISTORY OF EDUCATION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

which have become characteristic of Anglo-Saxon pedagogic

opinions that games are a means of general development were

thinking. These principles contain the requirement of active

widely accepted, and most are acknowledged as truthful even

and joyful learning based on pupils' experience. Spencer

today.

emphasized the need for sufficient games for pupils.

M. Montessori

(18701952),

the

important

Italian

He also contemplated about why animals and people play.

pedagogue, used the works of F. W. A. Frbel, J. H. Pestalozzi

In his opinion, games are an expression of the need to relieve

and J. J. Rousseau when building her theory of education.

excessive energy (Spencer, 1911):

She elaborated a supporting program to help pupils with

A game is a substitute application of energy which has not

writing and reading disorders, and she designed a system of

been used where it was naturally supposed to be used, and

education and upbringing for children aged 36. She laid

thus it has accumulated to such an extent that it needs to be

importance

relieved and expressed with a playful activity.

children which provides motivation for pupils' development.

K. Groos (18611946), the German psychologist and

pedagogue, elaborated the first comprehensive concept of the
reasons and meanings of playful behaviour. In his works,
(Groos, 1896, 1899) he emphasizes the function of games as
a preparation for adult tasks and behaviour. In the first of the
mentioned works, Groos wrote:

on

creating

a stimulating

environment

for

She thinks that one of the main teacher's tasks is to create

and

maintain

such

stimulating

environment.

In

her

education system, Montessori focused on overall child

development: the development of their sensory-motor skills,
vocabulary, preparation for writing, reading and simple
mathematical operations, but also the overall development of
pre-school pupils' behaviour. In order to develop these

We cannot think that animal play is a luxury of youth, but

rather that animals have their young age in order to play.
Groos believed that the behaviour of mammals, and of
people in particular, is so complex that they need a period of
youth in which their preparation for adulthood culminates

abilities and skills, Montessori widely used games as

a natural form of activity for children. She supported the
opinions of K. Groos about the major role of games for the
development of young people. (Britton, 1992; Rhrs, 1994)
J. Piaget

(18961980)

and

B. Inhelder

(19131997),

through games. He considers games to be a form of

renowned French psychologists, carried out comprehensive

instinctive behaviour which builds foundations for the

studies of the functions of games in children's lives.

development of intelligence and, similarly to the imitation

According to their research, there are four basic categories of

instinct, it substitutes other, more primitive instincts. Groos'

games. The original and most simple form of a game is an

27

28

2 GAMES IN THE HISTORY OF EDUCATION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

"exercise game". In this, people apply certain abilities only out

various problems and puzzles, intelligent creative activity).

of "functional joy" or out of joy to cause something and to

(Piaget and Inhelder, 1997)

apply their newly-acquired knowledge. (Such behaviour can

We can see from the above-mentioned that both Piaget and

also be seen with adults, e.g. when trying a new car,

Inhelder acknowledged the general function of games for

computer, etc.) After this game stage there is a symbolic

children's development. According to their research, games

game, culminating between the ages 23 and 56. The basis

develop sensory-motor skills, emotional and intellectual

of this is a playful transformation of reality that children

areas, as well as the imagination. The importance of a game

assimilate into their needs. Such assimilation is based on

was also confirmed in terms of children's socializing, the

a symbolic language which the child forms and can change

development of their ability to cooperate, as well as

creatively when necessary. Thanks to the symbolic game,

preparation for constructive creative activity, and the ability

children can act with no pressure and sanctions within

to solve the problems necessary in adult life. Therefore, on

conditions they adjust themselves, contrary to reality where

the basis of the results of their work, games are a necessary

they adapt to given conditions. The symbolic game therefore

and important part of education and upbringing.

has great significance for both the emotional and intellectual

L. S. Vygotsky (18961934), the Russian psychologist,

balance of children and their development in these two areas.

studied children's cognitive development in detail. He mainly

An example of a symbolic game is playing Indians, playing

studied the relation between language and thinking. In his

school The third stage in the development of young people

opinion, cognitive abilities and thinking patterns are not

is games with rules (marbles, hide-and-seek, tic-tac-toe etc.).

primarily determined by inborn factors, but are a product of

In these games children learn from each other (or an adult

activities performed within the social institutions of the

might be present). They are mainly important for children's

culture where the person is growing up. A game, as an

socialization, the development of their social lives, and the

activity, can create a suitable condition for the development

development of their ability to cooperate and act on the basis

of cognitive and thinking skills. (Rozycki and Goldfarb,

of certain rules. The fourth type of game is constructive games

2000). In his theory, Vygotsky emphasizes the socializing role

which represent a transition between the symbolic game and

of games.

activities which already have the nature of 'serious' work.

J. S. Bruner

(1915),

is

psychology. He dealt with an efficient manner of education

(mechanical
29

constructions,

solving

the

30

evolution

psychologist,

significantly

adapted

to

American

In these games symbols are gradually objectivized, and reality

actually

contributed

an

of

cognitive

2 GAMES IN THE HISTORY OF EDUCATION

P. VANK: DIDACTIC GAMES IN MATHEMATICS

and a suitable arrangement of the curriculum on the basis of

method of education. A game and its nature meet Dewey's

the theory of constructivism. The basic idea of Bruner's

requirement: To join school with life, to turn it into a place for

theory is the opinion that learning is an active process in

children where they learn directly by life, instead of being only

which pupils construct new notions and concepts on the

a classroom where tasks are assigned. (Stojan and Jva,

basis of the knowledge and experience known to them. The

1995). Dewey places great importance on the educational role

teacher's task is to motivate pupils to learn new knowledge,

of games. In his work (Dewey, 2010, 2011) he says that

while the teacher has to transform the knowledge to be

when bringing up children, all nations have largely relied on

learned in such a way that it is appropriate to the pupils'

games and playful activity, as these activities teach children

comprehension skills. Here Bruner was interested in the role

about the world they live in; children discover in them a lot

of games in education, which he found equally as important

about the activities and processes necessary for their lives.

as J. Piaget and B. Inhelder. In his research, e.g. he

R. Steiner

(18611925),

the

Austrian

scientist

and

emphasized the ability of children to concentrate on an activity

philosopher, elaborated a method of education used at

during a game, on the means of playful behaviour, and on

Waldorf schools. He emphasised the overall development of

obtaining information. In this way, a 'serious' activity is usually

pupils, their knowledge, thinking, social skills, as well as

focused on its results. Therefore Bruner considers games to be

their will power and spiritual values. He thinks that

a suitable educational method. For example, in the first steps of

education should consider current children's needs which

schooling, he suggested developing pupils' logical thinking

change

through constructive games (Bruner, 1960, p. 46).

development. He requires that the main activities of children

with

their

physical,

mental

and

emotional

The evolution of the Reform Pedagogy in the late 19th

under 7 are games, drawing, learning about nature and

century and 20th century was crucial for the use of games in

common-life objects. In his theory, a game is considered to be

teaching. An active, creative and motivating form of education

a necessary condition of the comprehensive development of

was coming to the foreground. Certain new educational

the

theories started to consider games as one of the main

emphasize the role of games in education (Jenkinson, 2001).

(18591952),

character.

Steiner's

current

followers

also

The French Group of New Education GFEN (Groupe

teaching methods.
J. Dewey

human

the

founder

of

Pragmatism,

Franais

dducation

nouvelle)

attributes

a significant

emphasized the natural cognitive and educational function of

educational role to games. This group of French pedagogues

games. Therefore he considered a game to be an essential

and didactic specialists both theoretically and practically try

31

32

P. VANK: DIDACTIC GAMES IN MATHEMATICS

3 MATHEMATICS TEACHING RESEARCH WITH DIDACTIC Games

to improve school education and upbringing. It emphasises

3 MATHEMATICS

teaching procedures motivating pupils to be active. As one of

the most important members of this group, H. Bassis says
that didactic games have a major place in their educational
concept (tech and Bassis, 1991, p. 25):
From the pedagogic point of view, our didactic approach is
based on the importance of games, i.e. on our finding that each

TEACHING RESEARCH
WITH

DIDACTIC GAMES

game, in addition to stimulating activity and pleasure, has

many specific qualities in its nature. It has a socializing effect,

The art of teaching is the art of

it inexorably forces the respect of limitations given by rules

assisting discovery.

(exclusion from a game represents a sanction), it evokes an

M. Van Doren, (1943)

unusual willingness to make great effort and to go beyond

Developments related to didactic games as an integral part of

one's

education is still ongoing. A wide group of teachers use

limits,

i.e.

it has

qualities

which

all

moralizing

expressions related to work dream about as an unachievable

didactic

target.

Pedagogues and didactic experts examine didactic games

games

increasingly

in

their

everyday

work.

As we have seen in this chapter, the importance of

both theoretically and practically as a method of mathematics

games for education is an idea which has been developing

teaching. This chapter is going to deal with the results of

since ancient times, and it is supported by the opinions

some research on the use of didactic games in mathematics

of numerous renowned and respected professionals.

teaching.
B. Onslow (1990) examined the positive effects of social
interaction among pupils during didactic games. He continued
with the work of G. Bright, J. Harvey and M. Wheeler (1985).
He found that discussions among pupils or between pupils
and the teacher are necessary during games in order to
clarify conceptual conflicts and to introduce new terms and
mathematical

processes.

The

author

set

the

following

requirements which need to be fulfilled if the use of didactic

33

34

3 MATHEMATICS TEACHING RESEARCH WITH DIDACTIC Games

P. VANK: DIDACTIC GAMES IN MATHEMATICS

games

has

to

increase

the

efficiency

of

mathematics

education:
Didactic

mathematical terms and skills, help pupils to understand

them better and to remember them for longer.

games

must

be

integrated

in

the

math

L. Steffe and H. Wiegel (1994) focused on the ways

curriculum in an appropriate way, using consistent

didactic

language, materials and symbols.

mathematical reality, and improve their motivation and

The participation of pupils must be active throughout

the whole game.

games

can help

pupils

in

constructing

their

interest in mathematics. Didactic games brought about

a spontaneous activity at math lessons, and the development

Suitable interventions of the teacher are important

because of targeted game management in order to help
pupils acquire new terms, mathematical processes and
ways of thinking.

of the mathematical thinking of pupils. Social interaction

among pupils was also seen positively.
The Australian university pedagogue G. Booker deals with
the active use of games in mathematics teaching at

J. Randel, B. Morris, C. Wetzel and B. Whitehill (1992)

elementary schools. In his work The Maths Games (2000) he

state that the use of didactic games in mathematics teaching

describes his experience and observations from didactic

may be beneficial to motivate pupils to work during the

games. Let's mention a few:

lesson, and to improve their lesson performances. According

Pupils find games a fun activity which not only motivates

to the mentioned authors, a better understanding and

them, but also completely captures them, which is necessary

remembering of the subject matter through games is

for constructive teaching. Children who are not willing to learn

conditioned by the active involvement of pupils in the games.

to please their parents or a teacher, or because they have been

The role of didactic games in teaching has also been

told that maths will be necessary for their future life, are often

researched from many theoretical and practical aspects.

willing to learn in social interaction with other pupils. Games

S. Pulos and C. Sneider (1994) found that a suitably selected

offer a real context to pupils.

didactic game with a correct structure and focus help pupils

acquire

new

mathematical

terms

and

skills.

These

For these reasons, games have an important place in

mathematics

education.

They

offer

conditions

where

researchers recommend involving didactic games in the

mathematical concepts may be constructed and developed.

mathematics curriculum as an alternative activity. They

Games improve pupils' problem-solving skills through their

discovered that the experience acquired through a suitable

need to discover and use new strategies, and they generally

didactic game, used after pupils are familiar with certain

35

36

3 MATHEMATICS TEACHING RESEARCH WITH DIDACTIC Games

P. VANK: DIDACTIC GAMES IN MATHEMATICS

improve other pupils' skills through their use in a motivating
activity. They support social interactions that lead to learning.
The staffs of The Mathematics Assistance Centre at
Griffith University, Brisbane, Australia, have carried out
several research projects focused on didactic games. Such
research was related to the use of didactic games as an

are more efficient, when constructed on the basis of

mathematical

ideas,

and

understanding

of

certain

mathematical notions or mastering certain mathematical

skills is necessary for the game;
support pupils to creatively construct new ideas which
they have to defend in front of other players;

integral part of teaching, enabling the acquisition of new

they give stimuli to check and verify the mathematical

knowledge, and the development of an understanding of new

processes of other players, in this verification pupils rely

mathematical notions (Booker, 2000). Their aim was to find

more on their own verification of correctness of these

a mechanism

processes, instead of relying on the statements of an

to

implement

a constructive

attitude

to

mathematics teaching. In the constructive attitude, pupils

learn on the basis of their own experience through suitably

external authority (teacher, text book, etc.);

improve

the

self-esteem

and

self-consciousness

of

selected activities. Didactic games are one such activity. The

pupils, as accidental game elements enable each pupil to

games also served to develop the language necessary to work

win;

with mathematical concepts. Let's try to briefly summarize

the results of the research:

enable the teacher to focus on the assessment of a true

picture of pupils' abilities, instead of assessing their

Didactic games:

results in artificial conditions.

offer a real context to pupils where they can become fully

involved, and that supports constructive teaching;

Many Slovak and Czech pedagogues also have much

experience using didactic games during math lessons. Now

increase the subjective value of mathematical knowledge

we will present some of their opinions about the role of games

for pupils, as this knowledge is necessary to participate

in teaching, conditions and forms of their use, and practical

in the game which is a desired activity;

observations from integrating games in the educational

help pupils construct mathematical concepts through

manipulation

of

objects

as

a part

of

the

game,

process.
In her works, V. Krov (1994, 1996) formulated the

verbalization of their activities, thoughts and attitudes;

requirement to use didactic games as a full-value teaching

require pupils to respect the rules of the game, and that

method. According to the author, games form the following

is beneficial for math disciplines based on rules;

37

pupils' qualities necessary for efficient education:

38

P. VANK: DIDACTIC GAMES IN MATHEMATICS

3 MATHEMATICS TEACHING RESEARCH WITH DIDACTIC Games

overall positive relation to school and to the educational

Good organization and material equipment for the game

process;

is a must.

inner motivation to improve their knowledge, skills and

abilities;

It is not appropriate to introduce new games too often.

We should never use games in teaching accidentally.

self-assessment and self-control of their own activity.

Each game has to serve a certain didactic target which

we want to achieve in teaching math.

E. Krejov and M. Volfov (1994) highly value the role of

a game as a vital part of education. According to the authors,

We should try to motivate as many pupils as possible

using didactic games in teaching increases the interest of

with the game, ideally the entire class simultaneously.

pupils in active work during math lessons and mathematics

Each pupil should have the chance to be successful in

in general, and generally improves the course of lessons. The

the game, whether individually or as part of a team. In

authors also find it positive that pupils must integrate the

order to differentiate pupils depending on their abilities,

knowledge from different areas of mathematics, but also from

it is appropriate to prepare less or more demanding

different school subjects. On the basis of their experience

variants of the given game.

with the use of didactic games in teaching math, the authors

When selecting a didactic game, we prefer a game which

formulated the following requirements for the suitable

will engage as many senses in each pupil as possible,

integration of games in education:

which develops their varied skills and knowledge.

Games should be attractive and catchy for pupils.

A. Masarikov (1994, pp. 3738) also points out the potential

Games should correspond to age-related peculiarities

of didactic games in her statement:

and individual children's abilities. Younger pupils mainly

like games full of elements of mystery and obscurity,
pupils weaker in mathematics prefer team games, gifted
and older pupils like individual games.
Each game has to have clear and understandable rules
which are carefully followed. Sanctions have to be
determined for the potential breaking of rules (e.g. bad

A didactic game can be a means of both teaching and

learning, it uses the natural desire to know and play. It is
a source of motivation, it helps to focus attention, it increases
the thinking activity, forms a positive relation and interest in
the

contents

of

teaching.

That

a precondition

for

understanding and remembering basic facts resulting from the

contents, and that gives the joy of achievement.

points). It is not appropriate to change rules for no

purpose.
39

is

40

3 MATHEMATICS TEACHING RESEARCH WITH DIDACTIC Games

P. VANK: DIDACTIC GAMES IN MATHEMATICS

A. Masarikov in cooperation with J. Ivanoviov (1999)

According to . Kovik (1999), the main areas which the

dealt with the positive aspects of using didactic games in

educational use of didactic games in math can be focused on

education. The authors believe that a great benefit of didactic

are:

games is the active work of pupils with the subject matter

discovering and revealing new connections;

they are dealing with at the lessons. This direct contact

practicing and revising the subject matter;

enables pupils to acquire more exact, systematic and durable

developing thinking and using knowledge.

knowledge. In the methodology of using didactic games, the

M. Zelinov (1999) made a detailed analysis of the functions

authors emphasize the appropriateness of games for the age,

of games in the development of children's personalities.

abilities, knowledge and interest of pupils.

According to the author, games have a significant function in

J. Cejpekov (1996) describes the positive effects of games

the development of the following character aspects:

on the development of pupils in classes 14 at elementary

Non-cognitive areas:

schools. The author sees the potential of didactic games in

emotional expressions and positive experience, increase

their following functions:

of self-consciousness;

they activate pupils' personalities;

increase in activity and motivation;

they develop memory, imagination, attention, thinking

social behaviour, improvement of social skills;

and speech;

love of positive values;

they develop and cultivate the emotions of pupils, and

support emotional learning through experience;
they

deepen

self-knowledge

and

strengthen

Cognitive areas:
self-

confidence;
social situations;
develop

sensory-motor abilities;
memory;

they enable social learning, and prepare for different

motivate,

creativity, joy of creative activity.

evaluative thinking;
creative thinking.

interests, satisfy needs, lead

independence and creativity;

to

In his works, P. Vank (2006, 2007, and 2008) studied

the influence of using didactic games in teaching math in

support sensory-motor learning;

classes 59 at elementary schools. The main output of the

have a significant relaxation effect.

research was the author's finding that the integration of

41

42

3 MATHEMATICS TEACHING RESEARCH WITH DIDACTIC Games

P. VANK: DIDACTIC GAMES IN MATHEMATICS

didactic games has a positive effect on pupils' attitudes to

to stirring action, it also fulfils the basic functions of a method,

mathematics and its teaching.

namely the educational, pedagogic and developing functions. It

One of the most positive qualities of games is the fact that

helps pupils not only acquire knowledge, but their moral and

games are a natural way for children to learn. It is also

personal qualities are formed as well. With regular application

important that children find games to be a wanted activity

of games, a favourable atmosphere is created during lessons

that they like. Games have a close context for children, and

because children like games. Games help them to learn without

thus they help them overcome some didactic obstacles in the

stress. Along with learning, they feel joy, have fun, and have

teaching

a pleasant emotional experience not only from the game but

process

of

mathematics.

Let's

describe

the

also from teaching. These emotions and experience in the

mentioned obstacles in more detail:

Didactic obstacles are caused by selecting educational

teaching process may be much more important and significant

methods and elaborating the teaching content (e.g. formal

for children's lives than one-sided mental recognition. A great

teaching of combinatorics through drilling formulae, without

benefit of this method is also the fact that it does not require

really understanding them). These obstacles may be overcome

any complex secondary motivation. And lastly, it is valuable

by a suitable choice of teaching methods and the curriculum.

that

(Spagnolo, 1998)

expectations and joy every day. There is hardly any teaching

Considering the data stated in this part of the work,

didactic games may help pupils overcome didactic obstacles
in the teaching process of mathematics. As we have said,

children

come

to

school,

where

they

play,

with

method with such convincing preconditions to have both an

educational and upbringing effect on children as a game.
Researchers

dealing

with

didactic

games

in

a suitable didactic game is an activity appropriate to the age,

mathematics education agree that games have many

abilities and interests of pupils. In addition, games are

positive qualities, and may be a beneficial method for

a natural

pupils' work during mathematics lessons.

way

for

children's

education.

These

reasons

indicate the didactic game's potential as a method leading to

the elimination of didactic obstacles.
To conclude, we will present a quotation from the work of
J. Cejpekov (1996, p. 23):
From the point of view of the basic attribute of the method,
we may understand a game as a teaching method. In addition
43

44

P. VANK: DIDACTIC GAMES IN MATHEMATICS

4 SELECTION OF
SUITABLE DIDACTIC
GAMES AND THEIR

4 SELECTION OF SUITABLE DIDACTIC GAMES AND THEIR METHODOLOGY OF USE

appropriateness for particular pupils, depending on their
age, maturity and interests. We will also think about possible
variants of the given game in order to differentiate its
difficulty.
The choice of game is also influenced by its organizational
and performance difficulty. This difficulty is given by the
demands of the teacher as the organizer and controller of the
course of the game, as well as by the difficulty of actions

METHODOLOGY OF USE

expected from pupils. Material equipment is also part of the

game's performance. In each didactic game, it is necessary to
consider its other characteristic features. In particular, we

Let's find a way for teachers to

teach less and for pupils to
understand more.
J. A. Comenius, (1954)
On the basis of our experience with didactic games, as well as
the experience of professionals in this area, in this chapter we
will formulate some recommendations for the practical use of
didactic games as part of mathematics teaching.
When using didactic games during mathematics lessons,
the right choice of a didactic game is important, as well as
a suitable work methodology with this game.

are looking for answers to these questions:

How many pupils will the didactic game involve and on
what cognitive process level?
What knowledge, abilities, skills and character features
does it develop?
What is the expected effect of the given didactic game on
the efficiency of the teaching process?
What effect does it have on the attitude of pupils to the
teaching process and the subject?
What are the motivational effects of the given game on
pupils?

Even before using a didactic game in the teaching process,

On the basis of the above-stated, we can create an 'ideal

it is necessary to analyze several factors. It is necessary to

didactic game' model: An ideal didactic game is suitable to

determine the educational goal we want to achieve. On the

achieve the determined educational goal, appropriate,

basis of the educational goal, we will choose the suitable

and interesting for pupils. As for the organizational and

didactic game. When selecting a game, we must consider its

performance difficulty and material equipment, it is

45

46

P. VANK: DIDACTIC GAMES IN MATHEMATICS

4 SELECTION OF SUITABLE DIDACTIC GAMES AND THEIR METHODOLOGY OF USE

rather simple, but still an attractive game with its course

been proven that it is appropriate to perform a demo game or

and content. This game engages the whole class at the

part of the game activity after presenting the rules, where

same time, while it gives preference to the creative

pupils can check if they have understood the rules correctly.

activity of pupils. An ideal game develops a wide range of

Then the didactic game itself is carried out. If necessary for

knowledge, abilities, skills and positive character features

the game, we split pupils into teams. Mostly there are 5 or

of pupils. Its integration in the teaching process will

6 team members. Ideally, teams should be equal both in the

result in increased efficiency of the teaching process,

number of pupils and in mathematical knowledge and skills.

compared with teaching without this game. It has

When using didactic games on a long-term basis, we can

a positive effect on pupils' attitudes to mathematics, and

create

motivates them to further education and development.

requirement, also taking into consideration relations among

When selecting a didactic game, we are trying to come as

close as possible to the 'ideal didactic game' model.
Now we will speak about the methodology of using didactic
games during mathematics lessons.

a fixed

structure

of

teams

in

line

with

this

pupils and their preferences of who they want to team-up

with.
The task of the teacher during didactic games is usually to
check if the rules are being followed, or to control the course

We usually present didactic games during the lesson in

of the game from the organizational point of view. If pupils

which we want to use them, so that pupils remember the

intentionally repeatedly break the rules, they need to be

rules of the game. If the game is not the only activity

disciplined depending on the situation and conditions, e.g.

performed during the lesson, we usually do it at the end.

by a worse assessment in the given game. After the end of the

Firstly, not to have to rush the game and to have time for

game, it is necessary to evaluate its course and the work of

other activities. Secondly, due to the fact that a game, as

individual players. Not only should pupils' results be

a relaxing activity with positive effects on pupils, is a suitable

considered

conclusion for math lessons.

Eventually, each pupil who has actively worked during the

in

this

evaluation,

but

also

their

effort.

At the start of the didactic game presentation, we will tell

game should be rewarded and encouraged. It helps to

the pupils its name, which should be appropriate and also

increase pupils' motivation to participate in game activities.

attractive for pupils. Then we will tell pupils the rules of the

Secondarily, this motivation may be transferred to other

game. The explanation of rules should be demonstrative,

educational activities performed during math lessons.

preferably with particular examples of game situations. It has

47

48

4 SELECTION OF SUITABLE DIDACTIC GAMES AND THEIR METHODOLOGY OF USE

P. VANK: DIDACTIC GAMES IN MATHEMATICS

Awarding points has proven effective in our practice, with

otherwise spend explaining a new game to the pupils, which

more successful players obtaining more points and less

is also an advantage. It is necessary to vary the games

successful players fewer, but not 0 points. Scores of more

however, to make lessons more interesting.

games

are

counted.

For

a certain

number

of

points

Teacher's preparation before the first use of the game can

determined in advance, pupils get an A for activity during

be rather demanding. But to comfort teachers, when you

math lessons; or e.g. 5 pupils with the highest overall

repeatedly use the given didactic game with the same

number of points will get an A after the end of one thematic

content, you can use the same material aids. Then we can

unit in which we used the given didactic games. The

use games without considerably higher, sometimes lower,

advantage of this assessment is motivation on the one

demands on preparation, in comparison with teaching

hand, and the elimination of the negative effects of

without the game. A really great advantage of didactic

assessments (each player will get a non-zero number of

games is active, independent pupils' work. Math lessons

points, there is no threat of a bad grade). Applying such

with integrated didactic games pose lower demands on

point-based assessment is also suitable when using an

teachers, in comparison with no-game classes, in terms of

overall point-based assessment of pupils in their math

encouraging pupils to work and maintaining discipline.

lessons, while we will add the score for didactic games as

bonus points to the total number of points awarded to the
given pupil for other activities.
We use didactic games in teaching only when we are
convinced of the benefits of the given game in comparison
with teaching without the game. For example, instead of
a routine practice or revision of some subject matter, we
may achieve this goal in a more attractive way for pupils
through a suitable didactic game. It is not necessary to
always use a new type of didactic game. Using a known
game has the advantage that pupils know the rules of the
game and its organization. So they can concentrate on the
game activity itself. You also save the time that you would
49

50

5 COLLECTION OF DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF
DIDACTIC GAMES

during the game. This procedure contains the rules of the

game which control the course of the game activity. In
a separate part we propose a final assessment of the pupils'
work. Finally, we present some benefits of the game for the
educational process.
Games in the Collection are divided into the following

The only teacher worthy of this

name is one who inspires the spirit

categories:

Cooperative games for teams. This category includes

of free thinking and develops

games where a team of pupils cooperate. This category is

a sense of personal responsibility.

further sub-divided into games for multiple teams

and games for teams of 2.

J. A. Comenius, (1954)
At the start of this chapter, we have good news. Having read

Individual games. This category includes games where

the steps to select a suitable didactic game in the previous

each pupil plays on his/her own. We further sub-divide

chapter, many must have thought that it is quite difficult to

these games into games for individuals and pair

choose the right game (and we agree). This is why we have

games. Individual games are of a solitaire type, i.e.

included the Collection of Didactic Games in this chapter,

games where each pupil really plays as an individual

selected in such a way that they are suitable for use in

and tries to achieve the goal set by the rules of the game

particular thematic areas of mathematics at lower secondary

on his/her own. Pair games are of the chess, draughts,

school (pupils 1015 years old).

etc. type, i.e. games where pupils play in pairs, they have

The description of each didactic game presented here starts

opposite interests, and try to beat their play mate.

with its name. In the thematic area of the game we mention

The games presented in this Collection derive from

the math areas for which the given game is primarily

a variety of sources. In particular, we will mention the

determined. Then there are the educational targets of the

following works, ordered by year of publication, described in

game. Then we describe the game environment, particularly

more detail in the Bibliography at the end of this publication:

any aids necessary, or a division of pupils into teams, as well

as the approximate duration of the game. Then the game
procedure follows, i.e. the activities of the teacher and pupils
51

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5 COLLECTION OF DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

M. Gardner Mathematical puzzles & diversions (1959),

K. Foltnov and J. Novotn Matematick hry a soute

M. Gardner Martin Gardeners Sixth Book of Mathematical

na druhm stupni zkladn koly (1997),

Games from Scientific American (1971),

. Kovik Didaktick hra spestrenie hodiny matematiky

M. Gardner Matematieskije dosugi (1972),

(1999),

M. Hejn Geometria nauila loveka myslie (1979),

D. Ivankov Hry ako sas vyuovania matematiky.

F. Roth Matematick hra ako prostriedok rozvoja kognitvnych

Hry odbravajce stres (2002),

funkci (1980),

P. Vank Hry ako sas vyuovania matematiky (2002).

V. mur Matematick hry (1985),

V. Burjan,

K. Bachrat

Many of the games appear in several of these works, in

H. Bachrat

Odborn

different modifications. When preparing the Collection, we

program matematickch krkov na 2. stupni zkladnej

have also adjusted some of the games to our requirements.

koly (1989),

The origin of some didactic games is uncertain, and it is

V. Burjan and . Burjanov Matematick hry (1991),

difficult to find their original author. Therefore, in our

T. Houka kola hrou (1991),

Collection we do not mention the particular sources of games

J. Melichar and M. ervenka Matematika hrou (1993),

from which we obtained the game ideas.

and

V. Krov 155 her ve vyuovn matematice a ve koln

In the following part of the publication, you can find

druin na 1. stupni Z 1. a 2. st (1994),

30 didactic games giving you ideas for some game activities

D. Movsk Netradin metdy vyuovania matematiky

during math lessons. Naturally, the mentioned games can be

na zkladnej kole a v nich triedach osemronch

modified depending on the situation, or they can be adjusted

gymnzi (1994),

to suit other areas of mathematics.

E. Krejov and M. Volfov Didaktick hry v matematice

(1994),
J. Brinckov Didaktick hra v geometrii (1994),
L. Hornk Matematika hrou (1994),
V. Krov Didaktick hry ve vyuovn matematice v 1.
4. ronku zkladn a obecn koly (1996),
J. Cejpekov

Hra

vo

vyuovan

na

prvom

stupni

zkladnej koly (1996),

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

COOPERATIVE GAMES

5 COLLECTION OF DIDACTIC GAMES

Game procedure:
First we distribute task assignments and the result sheet
(ticket) to all teams. The assignment contains a certain
number of tasks, while their number and difficulty must

Games for multiple teams

1

enable the pupils to solve all tasks in the course of the game.
The tasks are numbered in sequence, the number of tasks is

Bingo

higher than the number of boxes on the result sheet. Another

Thematic area:

(secret) number is also assigned to each task it is

This game is suitable for all thematic areas in mathematics.

a sequential number of the given task which we get by the

Educational targets:

random shuffling of tasks (Demonstration 1). For example if

To practice solving various mathematical tasks, feedback

the assignment contains 16 tasks, the ticket has 9 blank

on mastering the subject matter. The game also develops

boxes.

pupils' cooperation.

numbers from 1 to 16 on their tickets, and they will solve the

The

pupils

will

randomly

write

9 non-negative

Game environment:

tasks from the assignment. They consult the task results with

Pupils and the teacher: Teams of 56 pupils cooperate. The

the teacher. If they have the correct result, the teacher will

teacher has an organizational and controlling role.

Material environment: Set of tasks for each team, a ticket
(paper with blank boxes, see Picture 5.1).
Game duration: 40 min

show them the secret number corresponding to the given

task. If this number is written on the ticket of the given team
of pupils, the teacher will mark it.
The aim of the game is to mark all boxes on the ticket, i.e.
to achieve 'bingo'.
Identification of the tasks with secret numbers gives the
game an element of surprise and chance. If pupils are lucky
when filling in the ticket, they will have bingo even if they
have not solved all the assignment tasks. It means that also
weaker pupils have the chance to achieve better results and

Pic. 5.1 Ticket for the Bingo game

55

experience success.

56

P. VANK: DIDACTIC GAMES IN MATHEMATICS

Final assessment:
All pupils in a team will get a certain number of points for

5 COLLECTION OF DIDACTIC GAMES

Circles

the activity for each correctly solved task (depending on the

Thematic area:

difficulty of tasks). Pupils will get bonus points for 'bingo'

This game is suitable for all thematic areas in mathematics.

(points should be sufficiently high to motivate and please

Educational targets:

pupils).

To practice solving various mathematical tasks, feedback

on mastering the subject matter.

Benefits of the game:

Active work of the whole class, inner motivation of pupils
thanks to the game's attractiveness. Development of the

Game environment:
Pupils and the teacher: The class is divided into teams of
56 pupils. The teacher has an organizational and controlling

ability to cooperate.
Demonstration 1 Secret numbers of single tasks in the Bingo game
Secret number
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task
Task

n.
n.
n.
n.
n.
n.
n.
n.
n.
n.
n.
n.
n.
n.
n.
n.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

7
4
11
5
6
9
13
8
16
10
1
3
2
14
15
12

role.
Material environment: Task cards with a corresponding
number of points (see Picture 5.2 and Demonstration 2) for
each team. The cards can have a circular shape hence the
games name.
Game duration: 1530 min

Pic. 5.2 Game card for the Circles game, the task is to determine the
area of geometric shapes shown on the cards. It is a thematic unit of the
Area of Geometric Shapes.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Demonstration 2 Tasks for the Circles game for the
thematic

unit

dealing

with

Solution

the

of

Algebraic

Expressions.

5 COLLECTION OF DIDACTIC GAMES

task. Pupils put down the solutions on a special piece of
paper, after a certain time (1530 min) the results are
checked. The goal of the teams is to obtain the maximum

10-point tasks:

number of points possible.

1) (x y) + (y + z) (y z) + (y x) =

Final assessment:

2) (3x 7y) + (4x + y) (x 5y) =

After the end of the game, the scores of single teams are

3) (6m2 3m) : 3m =

(m 0)

counted, and a ranking of teams is made on the basis of the

(b 0)

4) (56ab + 24bc) : (8b) =

obtained points. Pupils are rewarded for activity with points

5) (0.5a2 0.5) : 0.25 =

pupils of the winning team obtain the highest number of

6) Determine the value of x + xy y for x = 5 and y = 0.4

points, pupils of the team ranked last obtain the lowest, but

5-point tasks:

not zero points.

1) 2(y 1) + (y 2) =

Benefits of the game:

2) 0.5(2p 4) + 0.4(5p 10) =

The differentiated difficulty of tasks, inner motivation of

3) (2y) (9y) =

pupils

4) (4.5r 18) : 0.9 =

opportunity also for weaker students to contribute to the

5) (3c 9d) : 0.3 =

team's success, active work of the whole class, work of pupils

6) Determine the value of (x + y) (x y) for x = 3 and y = 2

in an attractive context, feedback on the knowledge level of

Game procedure:

pupils in single teams. Pupils' social skills develop through

The teacher divides the cards into two groups, depending

their interaction in teams.

on difficulty (cards of different difficulty have different

through

competitiveness

among

teams,

the

colours). Pupils will solve the tasks on the cards. The pupils

choose the difficulty themselves by selecting a task from

Thematic area:

a particular group of cards. If they succeed in solving the

This game can be used for solving various mathematical

task, their team wins the corresponding number of points.

Puzzle

tasks whose solution is an explicit number.

The teacher assesses the correctness of the task solutions,

Educational targets:

and records the scores of single teams. Tasks are numbered

To practice solving various mathematical tasks, feedback

to enable faster control, the teacher has a result for each

59

on mastering the subject matter.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Game environment:

Game procedure:

Pupils and the teacher: The class is divided into teams of

Place the picture cut into pieces on the magnetic board or

56 pupils. The teacher has an organizational and controlling

notice board so that the pupils can see the numbered side.

role.

Pupils of each team select one of the given numbers,

Material environment: Numbered assignments of tasks,

corresponding to the part of the picture they want to turn

each task is on a separate piece of paper (Demonstration 3).

over (each team a different number). On the basis of that

A picture cut into the number of pieces equal to the number

number, the teacher will assign a task with the same number

of tasks. Each part is numbered with non-negative numbers,

to the pupils. After the task is solved, the teacher will check

starting from 1, on the side without the picture. There can be

its correctness. If the result is correct, he/she will turn over

anything in the picture, e.g. an animal, a general object,

the corresponding part of the picture so that the part with the

a famous person... Magnetic board or a notice board.

picture is visible. The pupils of the team which has solved the

Game duration: 2040 min

task have the opportunity to guess what the picture is

Demonstration 3 Task for the Puzzle game for the

depicting. If the result was incorrect, the stated part of the

thematic unit of the Area of Geometric Shapes.

picture remains unturned until the end of the game. After

each team has solved the first task, we continue with the next

Task 7

task, until all the tasks have been solved.

Count the area of the dark zone in the

Final assessment:

picture.

All pupils in a team will get a point for the activity for each

All sizes are in centimetres.

correctly solved task. If they guess right what is depicted in

the picture, the pupils of the given team get bonus points for
the activity.
Benefits of the game:
Inner motivation of pupils through competitiveness among
teams, opportunity also for weaker pupils to contribute to the
team's success, e.g. by guessing what the picture depicts.
Active work of the whole class, work of pupils in an attractive

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5 COLLECTION OF DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

context, feedback on the knowledge level of pupils, pupils'

the teams is to 'construct' a building true-to-scale 1 : 10 on

social skills develop through their interaction in teams.

the asphalt playground with chalk. When the construction is

ready, the teacher approves it and gives the pupils tasks, e.g.

Builders

to count the areas of single construction parts, the volume of

Thematic area:

the construction with the height of walls given, the cost of

This game is suitable for the thematic areas of Perimeter of

painting the construction, the option to change the sizes of

Geometric Shapes, Area of Geometric Shapes and the Volume

the

construction

and

so

lower

the

costs,

etc.

Such

and Area of Geometric Shapes.

accompanying tasks can also be solved at the next math

lesson.

Educational targets:
To practice converting the units of length, area and

The stated game can also be played in the classroom.

volume. To train the calculation of area and volume.

Pupils draw the construction on the blackboard with chalk,

Development of spatial imagination and skill in geometric

or with their drawing tools on paper. In this variant it is

constructions.

necessary to consider the number of teams and suitable

'construction' sizes when creating the construction plans.

Game environment:
Pupils and the teacher: The class is divided into teams of

Final assessment:

56 pupils. The game is played on an asphalt playground or

On the basis of the correctness of the 'construction' and

the classroom. The teacher has an organizational and

the solution of the assigned tasks, each team member will get

controlling role.

a certain number of points for the activity.

Material environment: Construction plan for each team

(Demonstration 4). Chalk suitable for drawing on asphalt.

Benefits of the game:

Active work of pupils in a motivating and natural context.
Development of various pupils' skills. Building skills of team

A ruler for each team.

Game duration: 40 min, the game content can also be used

cooperation.

for more math lessons.

Game procedure:
The teacher prepares a simple construction plan for each
team. It can be a plan of a house, maze, park, etc. Sizes in
the plan are written in different units of length. The task of
63

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Demonstration 4 Construction plan for the Builders game
3,75 m

3,75 m

3m

5 COLLECTION OF DIDACTIC GAMES

Game procedure:
Pupils of single teams take turns in solving tasks on the

500 cm

blackboard. The tasks are assigned by the teacher. While one

pupil is solving the task at the blackboard, other pupils are
60 dm

6m

counting at their desks and checking his/her solution

3m

900 cm

process. When the pupil at the blackboard finishes, pupils of

other teams assess the correctness of the solution.

200 cm
250 cm

If the solution has been unanimously found correct and is

indeed correct, the team of the pupil who has solved the task

15,5 m

will get a point. If the solution has been said to be incorrect

and there really is a mistake, the assessing pupils will correct

Lines Contest

the mistake and the team of the pupil who has been solving

Thematic area:

the task will not get a point. If the solution has been said to

The game is suitable for practicing solving tasks focused on

be incorrect and actually is correct, and the pupil who has

solved the task or his/her team-mates defend the correctness

various math areas.

Educational targets:

of the solution, this team will get 2 points. If the solution has

To practice task solving. Feedback on mastering the

been said to be correct and actually is incorrect, the teacher

subject matter both for pupils and the teacher. The game

will advise the pupils thereof and correct the mistakes. The

develops pupils' ability to check the correctness of math tasks

team of the pupil who has been solving the task will get

solutions and will result in the decrease in error rate.

1 point in this case. This way of awarding points makes the

Game environment:

pupils of all teams pay attention to the work of the pupil at

Pupils and the teacher: The class is divided into 3 teams of

the blackboard. The task of the teams is to obtain the

pupils (you can use the natural seating of pupils in lines).

The teacher has an organizational and controlling role.
Material environment: Set of mathematical tasks. They are
arbitrary tasks which can be solved on the blackboard.

maximum number of points possible.

Final assessment:
All pupils in teams will get points for the activity on the
basis of the number of points achieved by their team in the
course of the game.

Game duration: 40 min

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5 COLLECTION OF DIDACTIC GAMES

P. VANK: DIDACTIC GAMES IN MATHEMATICS

Benefits of the game:

will read or write on the blackboard the wording of the first

Active work of the class, inner motivation of pupils through

task. All pupils solve the task on their own. Having solved the

competitiveness. Development of the ability to check the

task, all students who have the card with the result of the

correctness of math tasks solutions, the pupils will notice the

task then run to the blackboard. The aim is to get there

most frequently occurring mistakes through the game.

sooner than the pupils of other teams. In order to determine

their order more easily, and to enliven the game, 3 chairs are

Chairs Contest

in front of the blackboard. The fastest pupil will sit down on

Thematic area:

the first chair, the second on the next and the last pupil on

This game can be used for mathematical tasks the solution

the third. Having checked the tasks and determined the

of which is not time consuming and the result of which is

pupils' order, the teacher will assign a next task. This process

explicit number.

repeats until all the tasks have been solved.

Educational targets:

Final assessment:

To practice solving various mathematical tasks, feedback

All pupils of the team will get a certain number of points

on mastering the subject matter.

for each pupil who has presented his/her card with a task

Game environment:

solution correctly. The number of points depends on the

Pupils and the teacher: The class is divided into 3 teams.

difficulty of the tasks and the order of pupils of single teams.

The teacher has an organizational and controlling role.

For example the team of the pupil who has presented his/her

Material environment: Prepared assignments of tasks for

card with a correct solution of the given task first, will get

the teacher. Pack of cards with task results for each team.

3 points. The team of the pupil who came second will get

(Demonstration 5)

2 points, the team of the third pupil will get 1 point. If a pupil

Game duration: 2040 min

comes to the blackboard with an incorrect card, his/her team

Game procedure:

will get 0 points.

At the start of the game the teacher will give the same pack

Benefits of the game:

of cards to each team. Each pupil in the team will get the

Inner motivation of pupils through competitiveness among

number of cards given by the number of pupils in the team

teams. Active work of the class. Feedback on the pupils'

and the number of tasks which the teacher has prepared. The

knowledge level.

data on the cards are the results of these tasks. The teacher
67

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Demonstration 5 Wording of the tasks and a pack of
cards with their results for the Chairs Contest game related to
the subject matter of Percentage.

5 COLLECTION OF DIDACTIC GAMES

Cipher Game
Thematic area:
The game is suitable for practicing solving simple tasks

1) Task assignments
1. 10 % of 150

10. 100 % is 10. How much % is 2.5?

2. 25 % of 40

11. 100 % is 12. How much % is 9?

3. 50 % of 12

12. 100 % is 50. How much % is 10?

4. 75 % of 4

13. 100 % is 60. How much % is 20?

5. 30 % of 60

14. 100 % is 25. How much % is 35?

6. 70 % of 20

15. If 50 % is 50. How much is 100 %?

7. 85 % of 120

16. If 10 % is 0.5. How much is 100 %?

8. 50 % of 0.5

17. If 75 % is 9. How much is 100 %?

9. 120 % of 2

18. If 125 % is 20. How much is 100 %?

2) Pack of cards with the results of the given tasks

focused on various areas of mathematics.

Educational targets:
To practice task solving. Feedback on mastering the
subject matter both for the pupils and the teacher. The game
develops the pupils' ability to cooperate.
Game environment:
Pupils and the teacher: The class, pairs sitting at desks
cooperate. The teacher has an organizational and controlling
role.
Material environment: Set of mathematical tasks. They are
simple tasks, their result has to be different for each task (see
Demonstration 6). Blank key to decode the message and an
enciphered text it can be any text, e.g. a puzzle or a joke

15

10

18

14

102

0,25

2,4

25

75

20

(see Demonstration 7 this enciphered text is a puzzle).

Game duration: 40 min
Game procedure:

33,3

140

100

12

16

At the start of the game, pupils are given a set of tasks and
an enciphered message together with a blank key to decode
it. There is one letter of the alphabet stated with each task in
the set. The enciphered text consists of data, separated by
commas. This data is the result of the given tasks. We will
decode the text by exchanging the data for letters written next
to the tasks which the corresponding data are the results for.
Pairs of pupils solve the tasks and thus obtain the key to

69

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

decode the cipher. The aim is to decode the whole enciphered
message.
Final assessment:
Each pair at a desk writes the results of single tasks in the
key. After the end of the game, the teacher will check them.
Pupils will get a certain number of points for the activity for
each correct result. We can award bonus points for the
correct decoding of the enciphered message. If the message is
a puzzle, we can award bonus points also for guessing it.
Benefits of the game:
Active work of the class, inner motivation of pupils by the
game's attractiveness and competitiveness. Development of
the ability to cooperate.
Demonstration 6 Set of tasks used in the Cipher Game
related to the thematic unit of Area of geometric shapes
Count the area of a rectangle with the following sizes. Write
the result in units corresponding to the unit of the first stated
figure.
a) 2.5dm and 20cm
b) 3m and 25 dm
c) 5.5cm and 40mm
d) 2.5cm and 50mm

A
B
C
D

Count the area of a square, if its side's length is:

a) 1m
b) 5dm
c) 7cm
d) 10mm

5 COLLECTION OF DIDACTIC GAMES

You know the area of a rectangle and the length of one of its
sides. Determine the length of the adjacent side. Write the
result in units corresponding to the unit of the first stated
figure.
a) 3m2, 2m
b) 8cm2, 0.2dm
c) 6m2, 200cm
d) 50m2, 5m

I
J
K
L

You know the area of a square. Determine the length of its

side.
a) 36mm2
b) 64m2
c) 81dm2
d) 9mm2
e) 144cm2

M
N
O
P
Q

You know the perimeter of a square. Determine its area.

a) 20cm
b) 12cm
c) 28dm
d) 24m

R
S
T
U

You know the area of a rectangle and the length of one of its
sides. Determine its perimeter.
a) 30cm2, 10cm
b) 32cm2, 8cm
c) 50mm2, 10mm
d) 36dm2, 18dm
e) 15dm2, 5dm

V
W
X
Y
Z

E
F
G
H

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Demonstration 7 Key and a ciphered puzzle for the Cipher

Game related to the thematic unit of Area of Geometric
Shapes

Lotto

Thematic area:

Decoding key:
A

This game is suitable for thematic units dealing with the

Arithmetic of Numbers and Expressions, for the thematic unit
of the Area of Geometric Shapes, for the thematic unit of

Percentage, in the area of Functions as well as for thematic

units dealing with Solving Linear Equations and their
Systems. The stated game may also be used for solving

Enciphered puzzle:

various verbal tasks whose solution is a number or a numeric

|| 9dm 8m 1m2 || 9cm2 9dm 22cm2 3m ||

||

12,5cm2 25cm2 1,5m 1m2 9cm2 ||

||

1,5m 8m ||

||

100mm2 9dm 36m2 25cm2 9cm2 ||.

expression.
Educational targets:
To practice solving various mathematical tasks, feedback
on mastering the subject matter. The game also develops the

25dm2 1,5m 26cm 1m2 ||

pupils' ability to independently assess their results, and their

cooperation.
Game environment:

|| 100mm
||

9dm 24cm|| 10m 9dm 8m 49cm ||

12,5cm2 9dm 1m2 9cm2 || 1,5m 49dm2 ||

|| 49dm2 5dm2 3m 1m2 || 49dm2 9dm ||

||

12,5cm2 25cm2 40dm || 49dm2 24cm 9dm ||

||

9cm2 9dm 22cm2 3m 9cm2 ||?

Pupils and the teacher: The class, pairs sitting at desks

cooperate. The teacher has an organizational and controlling
role.
Material environment: Set of tasks for each pair (see
Demonstration 8), a ticket (sheet of paper with boxes where
the result is written next to the number of the task; see
Picture 5.3).
Game duration: 20 min

Answer to the puzzle:

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Demonstration 8 Set of tasks for the Lotto game for the
thematic unit of Area of Geometric Shapes.
Task 1: We should paint a rectangular wall with the

5 COLLECTION OF DIDACTIC GAMES

Task 7: 30 g of fertilizer are used per 1 m2. The gardener
wants to fertilize 5 flowerbeds sized 2 m by 10 m.
How much fertilizer will he need?

sizes 5 m by 3 m. Suggest how many cans of paint

Task 8: A square land has an area of 400 m2. Determine

we should buy, if one can is sufficient to paint

the length necessary to fence it. (clue: 20 x 20 = 400)

Task 9: The fence around a square-shaped playground

5 m2 of the wall.
Task 2: We are polishing a square table with each side
1.5 m long. One bottle of polish is sufficient for

has the length of 200 m. Determine the area of the

playground.

2 m2 of wood. How many bottles of polish do we

need?
Task 3: In a flat is a rectangular room sized 4.5 m by

n. 1

n. 2

n. 3

n. 4

n. 5

n. 6

n. 7

n. 8

n. 9

3 m, and another room in the shape of a square

with each side 4 m long. How much larger is the
area of the second room in comparison with the
first?
Task 4: In a square room with each side 4 m long is
a rectangular rug sized 3.5 m by 3 m. How many
m2 of the floor are not covered by the rug?

Pic. 5.3 Ticket for the Lotto game

Game procedure:

Task 5: A town square is 100 m by 50 m. How many

First we distribute task assignments and the result sheet

people can stand on the square if you need 0.5 m2

(ticket) to pupils at each desk. Pupils solve the tasks and

per person?

write their results on the ticket. Both the tasks and the ticket

Task 6: We want to sow corn in a field. How many kg of

boxes are numbered. Each task result is written in the box

corn will we need if the field is rectangular, sized

with the same number as the task. After they finish working,

200 m by 50 m? We know that we need 0.5 kg of

the neighbouring pairs cross-check their results on the basis

corn per 250 m 2.

of the correct results which the teacher has prepared. They

will cross any correct result, and they will leave all incorrect

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

or no results unmarked. The aim of the pairs is to get as

are tasks of the same type and difficulty, their number on the

many crosses on their tickets as possible.

card and number of pupils in a team are corresponding.

Final assessment:

Game duration: 510 min

Both pupils at the desk will get a point for the activity for

Demonstration 9 Tasks for the Relay game in the subject

matter area of Linear equations.

each correctly solved task.

Benefits of the game:
Active work of the class, inner motivation of pupils through
competitiveness. The pupils' mutual cross-checking eases the
load on the teacher. The game develops the ability to
cooperate.

1) 9x + 12 = 36 + 3x

5) 2 +

2) 12 + 21x = 90

6) 3 + x = + 6x

3) 13 8x = 4 + 3x

7) 3 x = 8x 27

4) x

8)

+ 2 = 2x + 4

+ 3x = 34

7x = 3x 16

Demonstration 10 Tasks for the Relay game in the subject

9 Relay

matter area of Percentage.

Thematic area:

1) 5 % of 240

4)

% of 29

This game can be used for mathematical tasks the solution

2)

% of 200

5)

% is 174, determine 100 %

of which is not time consuming and the result of which is

3)

% is 48, determine 100 %

6)

% of 13

explicit number.

Game procedure:

Educational targets:

The first pupil in each team gets a card with task

To develop the pupils' ability to carefully solve tasks in

assignments. This pupil will solve the first task on his/her

order to get the correct results. Feedback on the quality of

card, while he/she will write the result in the blank box in

knowledge both for the teacher and pupils.

the assignment of the second task. Similarly, the second

Game environment:

pupil in the team will continue and solve the second task,

Pupils and the teacher: The teams of pupils with the same
number

of

pupils,

if

possible.

The

teacher

has

an

organizational and controlling role.

while after he/she has done so, he/she will write his/her
result in the assignment of the third task. Each subsequent
result depends on the correctness of the previous task's

Material environment: Each team of pupils will get a card

solution. The aim is to solve correctly as many tasks as

with tasks (see Demonstration 9 and Demonstration 10). They

possible. After the end of the game, the teacher will check the
correctness of solutions on the basis of the previously

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

prepared results. For a quicker check, single cards and the

5 COLLECTION OF DIDACTIC GAMES

tasks in them are numbered. If some team has lower number

Games for Teams of 2

of pupils some pupils solve more than one task.

10

Final game assessment:

All pupils in a team will get a certain number of points for
the activity for each correctly solved task (depending on the
difficulty of tasks).

Cube with Letters

Thematic area:
The game is focused on the Development of the Spatial
Imagination of Pupils.
Educational targets:

Benefits of the game:

This game makes pupils pay more attention and try to
solve the tasks correctly, as the results of other team
members depend on their solution. The game requires the
active involvement of each player, though the game has
a disadvantage the players in the team are not active
simultaneously, but one after another. That is why the tasks
in this game must not require lengthy solutions. The game
has a positive influence on motivation.

Practicing the subject matter dealing with the cube net in

various forms. Development of pupils' spatial imagination.
Game environment:
Pupils and the teacher: Pairs at desks cooperate. The
teacher has an organizational and controlling role.
Material environment: Assignment for each pair of pupils
(see Demonstration 11).
Game duration: 510 min
Game procedure:
Pupils must mark which pictures represent the net of the
given cube. The task has been made more difficult due to the
need of a correct orientation of letters. The game can be
organized as a contest, while the fastest pair to answer
correctly will win. This game can also be played in a modified
way the game assignment will contain pictures of nets of
various cubes, while some will be different nets of the same
cube, and the pair of pupils must group all the nets
corresponding to single cubes.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Final game assessment:
Each pupil of a pair will get a point for activity for every

5 COLLECTION OF DIDACTIC GAMES

11

Magic Square

correctly marked net of the cube. For homework, pupils can

Thematic area:

construct cube models on the basis of the presented nets.

This game is suitable for mathematical areas dealing with

Benefits of the game:

the Addition and Subtraction of Numbers and Expressions,

Active work of the class. Development of pupils' spatial

and for the subject matter dealing with the Divisibility of Non-

imagination. Becoming familiar with a cube net in various

negative Numbers.
Educational targets:

forms.
Demonstration 11 Assignment for the Cube with Letters game

To practice the addition and subtraction of numbers and

expressions. To practice the divisibility of non-negative

The assigned cube

numbers. Feedback on pupils' mastering of the mentioned

knowledge. The game also develops combinatorial thinking of
pupils and their cooperation.
Find nets of the assigned cube in these pictures

Game environment:
Pupils and the teacher: The class, pairs sitting at desks
cooperate. The teacher has an organizational and controlling
role.
Material environment: Incomplete assignments of a magic
square (or various magic squares) for each pair. The magic
square is a table of n x n boxes containing numbers the sum
of which in all rows, columns and both diagonals is equal
see Demonstration 12.
Game duration: 515 min

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Demonstration 12 Magic square containing integers.

5 COLLECTION OF DIDACTIC GAMES

3 more values in some of the lines or columns. Another
possibility is that in addition to the central box, we will also
write 2 more values in one diagonal and one more value in any

-7

-10

-2

the data centrally symmetrical with regard to the centre of the

-4

-5

magic square is double the value in the central box; the sum of

line. In both cases we must meet the condition that the sum of

the whole line or column will be triple the value of the central
Game procedure:

box.

At the start we distribute an incomplete assignment of the

magic square (Demonstration 13) to pupils at each desk. The

Demonstration 13 Assignments of magic squares

pupils' task is to fill in the missing data so that the resulting

1) Assignment of a magic square for the arithmetic of

square is magic (equal sums of lines, columns and diagonals).

integral numbers

After the end of the work the teacher will collect the
assignments, which he/she will check on the basis of the

-1

prepared correct results. The aim of the pairs sitting at desks

is to fill in as much correct data as possible.

In the variant of the game dealing with the divisibility of
integral numbers, the magic square represents a table of
numbers the sum of which in all rows, columns and both

2) Assignment

of

a magic

subtracting expressions

diagonals is divisible by the given natural number. In this

case there are several correct solutions when filling in the

-2y

data.

x2

Note:

x2 - y
2x2

Construction of the assignment of a magic square sized 3 x 3

for adding and subtracting numbers and expressions: When
constructing such magic square, we will start with the central
box. To make the magic square solvable, we need to write
83

84

square

for

adding

and

P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

3) Assignment of a magic square for the divisibility by 3

Game environment:
Pupils and the teacher: Pairs play. The teacher has an

10

organizational and controlling role.

Material environment: Pack of cards and the game board

6

for each team (see Demonstration 14).

Game duration: 510 min
Game procedure:

Final assessment:

At the start we distribute a pack of cards and a game board

Both pupils at the desk will get a point for the activity for
each correct entry.

the geometric shapes of certain characteristic features are

Benefits of the game:

depicted. These features are shown in the game board boxes.

Active work of the class, inner motivation of pupils thanks

to the attractiveness of the task assignments, as well as the
competitiveness among desks. Development of the ability to
cooperate.

12

The task of the players is to correctly match each card to

a box with the characteristic features of the object depicted
on the given card.
Final assessment:
The teacher will check the correctness of the solution.

Jigsaw

Pupils will get a certain number of points for the activity for

Thematic area:

each correctly matched card.

This game is suitable for the thematic area of Angle and Its
Dimension

to each team. The mentioned pack consists of cards where

and

for

the

thematic

areas

of

Triangle

and Parallelogram and Trapezoid.

Educational targets:

Benefits of the game:

Active work of the class. Development of the pupils' ability
to perceive the important characteristics of plane geometric
shapes. Cooperation of pairs at desks.

To develop the pupils' ability to distinguish important

characteristics of plane geometric shapes. Feedback for the
pupils on mastering the subject matter.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Demonstration 14 Game board and cards for the Jigsaw
game in the thematic area of Angle and its Dimension

5 COLLECTION OF DIDACTIC GAMES

Material

environment:

Each

pair

of

pupils

will

get

a partially filled-in pyramid scheme (see Demonstration 15).

Game duration: 510 min
Demonstration 15 Pyramid scheme to practice adding

4 right angles

2 obtuse angles no angle

fractions

2 acute angles

1 right angle

2 acute angles

2 acute angles

2 obtuse angles 2 obtuse angles

6 obtuse angles 1 obtuse angle

3 right angles

3 acute angles

1/5

1/2

- 1/4

1/6

- 1/12

2 acute angles

Game procedure:
Pairs at desks must correctly fill in the pyramid scheme.

13

When filling it in, there is a rule that the entry in a higher

Pyramid Construction

pyramid line is the sum of the two entries in adjacent boxes

Thematic area:
The game is suitable for thematic areas dealing with the
Arithmetic of Numbers and Expressions, in particular their
adding and subtracting.
To practice the addition and subtraction of numbers and
expressions. To develop the pupils' ability to count carefully
in order to get correct results. Feedback on the quality of
both

for

If we write all entries in the bottom line, the pupils will only
use adding. If we write an incomplete bottom line and we also
write some entries in higher lines, the pupils will also have to

Educational targets:

knowledge,

of the line below.

the

teacher

and

the

students.

Development of the ability to cooperate.

Game environment:
Pupils and the teacher: Pairs at desks cooperate. The
teacher has an organizational and controlling role.
87

use subtraction when filling in the pyramid (Demonstration 16).

The aim of the pupils is not to make any mistakes when
calculating, and so to get a correct value in the top pyramid
line. On the basis of this entry, the teacher will check if the
pyramid has been filled in correctly.
Final game assessment:
Both pupils in a pair will get a certain number of points for
the activity for a correctly filled-in pyramid (depending on the
difficulty of tasks).
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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Benefits of the game:

INDIVIDUAL GAMES

Active work of the class. Attractiveness of the game

assignment motivates pupils. This game makes pupils pay
more attention when counting, as the overall solution success
depends on each result. It is advantageous for the teacher, as

Games for Individuals

checking the pupils' work results is simple.

14

Demonstration 16 Pyramid schemes to practice adding

and subtracting
1) Scheme for practicing adding and subtracting decimal
numbers

The Way Home

Thematic area:
This game is suitable for the thematic area of the
Divisibility of Positive Integers.
Educational targets:
To practice divisibility criteria, feedback on mastering the
subject matter.
Game environment:

3,8
2,2
0,5

2) Pyramid

for

Pupils and the teacher: Pupils work independently. The

-0,1
0,2

practicing

teacher has an organizational and controlling role.

adding

expressions

and

subtracting

Material environment: Table of figures for each pupil

(Demonstration 17).
Game duration: 1530 min
Game procedure:
Pupils are given a table of figures with the entrance (the

start of the journey) and exit (home) marked. The task of the

1,5x - 1
2x

0,5x

pupils is to find a way to connect the start of the journey with

the home. The pupils can only move over numbers divisible
by the given number (the table in Demonstration 17 serves for
the criteria of divisibility by 2, 3 and 6), only in the horizontal
and vertical direction, never diagonal. The pupils write the
course of the journey, i.e. the sequence of numbers which

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

they have passed, on a special sheet. The aim is to find the

correct way home, or if they exist, as many correct ways
home as possible. The teacher will assess the correctness of
the solution on the basis of the collected journey entries.
Final assessment:
Pupils will get a certain number of points for the activity for
each correct entry of the way home.

15

Spot the Mistake!

Thematic area:
This game is suitable for all mathematical areas.
Educational targets:
To practice and strengthen pupils' knowledge in different
areas of mathematics. To develop the ability to assess the
correctness of solutions of mathematical tasks. Feedback on

Benefits of the game:

Inner motivation of pupils by the attractiveness of the
game's assignment. Active work of the class. Feedback on the
pupils' knowledge level.
Demonstration 17 Table of figures for The way home game

the quality of knowledge both for the teacher and the

students.
Game environment:
Pupils and the teacher: Pupils work independently. The
teacher has an organizational and controlling role.
Material environment: Each pupil gets an assignment

174

51

135

18

26

39

54

44

18

36

25

39

18

21

156

81

27

333

31

Game duration: 540 min

84

12

42

82

36

57

63

54

32

35

Game procedure:

127

78

99

204

111

303

49

108

144

16

18

102

96

47

36

105

42

72

64

101

44

60

103

261

77

51

11

98

19

24

67

24

25

222

29

36

45

106

15

21

108

48

132

30

72

168

After the end of the game the teacher will collect the

33

24

12

66

94

13

27

42

90

24

assignments and assess the pupils' work. Pupils will get

18

72

55

14

22

18

38

204

108

54

a certain number of points for the activity for each correctly

containing solved mathematical tasks (Demonstration 18).

Each

pupil

gets

an

assignment

containing

solved

mathematical tasks. There are mistakes in the solution

procedure of these tasks. The aim is to spot and correct as
many mistakes as possible.
Final game assessment:

corrected mistake (the number of points depends on the

difficulty).

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

16 Symmetric Pictures

Benefits of the game:

Active work of all pupils in the class. Motivation of pupils
by the effort to achieve as many points as possible. The game
develops the ability of pupils to assess the solutions of math
tasks; through this game the pupils realize the most frequent
mistakes which are made, and that helps them eliminate
them.
Demonstration 18 Assignment of the task for the Spot the
Mistake! game related to the thematic unit of Area of
geometric shapes

Thematic area:
This game is suitable for the thematic area of Central and
Axial Symmetry.
Educational targets:
To practice displaying through axial symmetry. Feedback
on mastering the subject matter. Development of pupils'
imagination.
Game environment:
Pupils and the teacher: Pupils work independently. The

Task :
We paint rectangular wall with dimensions 4 m and 2,5 m. How many cans of paint we need to buy?
We know, that one can of paint is enough to paint 5 m2 of the wall. (Solve this word problem.)
Solution:

teacher has an organizational and controlling role.

Material environment: Incomplete pictures in a square grid
for each pupil. (Picture 5.4)

We know
dimensions of the wall:
1 can of paint is enough to paint

5 COLLECTION OF DIDACTIC GAMES

Calculation
4 m and 2,5 m
5 m2

A = 4 2,5
A = 100

100 5 = 500

Game duration: 1520 min

2,5
x 4
100

Game procedure:
The task of the pupils is to finish the pictures placed on
the graph paper. The missing part of the picture is axially

Answer

symmetric with the assigned part in line with the marked axis

We need 500 cans of paint.

of symmetry.
Final assessment:
The pupils will get a certain number of points for the
activity for each correctly finished picture (depending on the
difficulty of the picture).
Benefits of the game:
Active work of all pupils. Practicing central symmetry in an
interpretation attractive for pupils. Feedback on the level of

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

knowledge both for the teacher and the pupils. Development

5 COLLECTION OF DIDACTIC GAMES

Material environment: Numeric table for
(Picture 5.5).

of pupils' imagination.

The

table

can

also

be

each pupil

prepared

on

the

blackboard or projected with an overhead projector. Sheet of

paper for each pupil.
Game duration: 510 min
2

-1

11

121

1/2

125

27

-5

-2

49

77

64

16

1/4

-1/2

1/2

1/8

36

-8

Pic. 5.5 Numeric table for the Hidden Exercises game for the subject
matter of powers and roots, in particular focused on squares and cubes
Pic. 5.4 Demonstration of the assignment for the Symmetric Pictures game

Game procedure:
The task of the pupils is to find trios of numbers or

17 Hidden Exercises

expressions in lines, columns and diagonals. There is a rule

Thematic area:

for each trio: the result of a numeric operation whose

This game is suitable for thematic areas dealing with the

arguments are the first two data will be the third datum in

Arithmetic of Numbers and Expressions and the thematic area

the

of Powers and Roots.

multiplying, dividing or raising the first entry to the power of

sequence.

Operation

can

be

adding,

subtracting,

Educational targets:

the second entry, etc. Pupils will write the identified trios in

To practice arithmetic operations with numbers and simple

the form of a mathematic operation on the sheet of paper.

expressions. Feedback on the quality of knowledge both for

The task is to find as many 'hidden exercises' as possible.

the teacher and the students.

Example of the game see Demonstration 19.

Game environment:

Final game assessment:

Pupils and the teacher: Pupils work independently. The

Pupils will obtain one point for the activity for each

teacher has an organizational and controlling role.

95

identified exercise.
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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Benefits of the game:

Practicing routine numeric operations in an interesting way
for pupils. Active work of the class. Motivation of pupils by
the

attractiveness

of

the

game's

context

as

well

by

competitiveness.
Demonstration 19 Pupils' solution of the Hidden Exercises
game for the thematic unit of Powers and roots
2

-1

11

121

1/2

125

27

-5

-2

49

77

64

16

1/4

-1/2

1/2

1/8

36

-8

Pair games
18

3D Noughts and Crosses

Thematic area:
The game is focused on the Development of Spatial
Imagination of Pupils.
Educational targets:
Development of pupils' spatial imagination. The game
develops pupils' combinatorial and strategic thinking.
Game environment:
Pupils and the teacher: Pairs at desks play. The teacher
has an organizational and controlling role.
Material environment: Set of 4 square grids sized 4 x 4.
The set is formed by single cube layers, marked as 'floors',

Identified exercises:

drawn in the game board (Picture 5.6).

3

1
1
2 3 = 8, 112 = 121, = , 4 2 = 16, 33 = 27, 7 2 = 49, (- 1)2 = 1,
8
2
2

1
1
3
= , (- 2 ) = 8, 13 = 1, 5 3 = 125.
4
2

Game duration: 515 min

Game procedure:
At the start, we distribute a sheet of paper to pairs
containing sets of square grids representing cube 'floors'. The
pupils will take turns to draw their symbols (0 or X) on
a blank box of any square grid of the given set. The aim of the
players is to achieve that 4 of his/her symbols are placed
after each other horizontally, vertically or diagonally either on
one floor or across all 4 floors. The first of the players to
achieve it is the winner. Example of the game see

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Demonstration 20. In the following game, the pupils will

change the order in which they started the previous game.

19 Bard
Thematic area:

Final assessment:
Players play more games. The lowest number is 2 to make
sure that each player has started the same number of games.
Each pair will put down the mutual score and submit the
record to the teacher. Both the winner and the loser will get
a certain number of points for the activity for each game (e.g.
3 points for the winner, 1 point for the loser).

This game is suitable for the thematic area of Divisibility of

Positive Integers.
Educational targets:
To practice divisibility by 3. Feedback for the pupils on
mastering the subject matter. The game develops pupils'
combinatorial and strategic thinking.
Game environment:

Benefits of the game:

Development of spatial imagination in a playful form.
Active work of the whole class, inner motivation of pupils
through competitiveness.

Pupils and the teacher: Pairs at desks play. The teacher

has an organizational and controlling role.
Material environment: Square grid sized 3 x 3 for each pair
(Picture 5.7).
Game duration: 510 min
Game procedure:
At the start pairs are given a sheet of paper with square
grids sized 3 x 3. The players take turns and write any

I. floor

II. floor

III. floor

IV. floor

Pic. 5.6 Set of square grids for the '3D Noughts and Crosses' game

integer numbers from 1 to 9 into blank boxes of the grid.

Demonstration 20 A sample 3D Noughts and Crosses game

Each of the numbers may only be written once. Having filled

in the grid, the pupils will determine which of the three-digit

O
X
X

O
O
I. floor

X
II. floor

III. floor

numbers formed by the rows and columns of the table are

X

divisible by 3. The player who has started the game will get
a point for each such 3-digit number divisible by 3, the second

IV. floor

player for each number non-divisible by 3. The player with

The player with symbol O wins

the highest number of points is the winner. In the next game

the order of the players will change. Result of one game see
Demonstration 21.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Demonstration 21 A sample result of the Bard game

Final assessment:
Players play more games. The lowest number is 2 to make

divisible

indivisible

indivisible

divisible

divisible

divisible

sure that each player has started the same number of games.
Each pair will put down the mutual score and submit the
record to the teacher. Both the winner and the loser will get
a certain number of points for the activity for each game
(e.g. 3 points for the winner, 1 point for the loser).
Benefits of the game:
Active work of the class, inner motivation of pupils through
competitiveness. The pupils' mutual cross-checking eases the
load on the teacher.

The first player wins 4 : 2

20

Dim

Thematic area:
This game is suitable for the thematic area of Divisibility of
Positive Integers.
Educational targets:
To practice determining the divisibility of positive integers.
Feedback for the pupils on mastering the subject matter. The
game develops pupils' combinatorial and strategic thinking.
Game environment:
Pupils and the teacher: Pairs at desks play. The teacher

Pic. 5.7 Game boards for the Bard game

has an organizational and controlling role.

Material environment: A certain number of beans or other
suitable small objects for each pair.
Game duration: 1020 min
Game procedure:
At the start we give a certain number of beans to pairs (e.g.
35 beans, pupils can bring them from home). The pupils will
take turns and take a certain number of beans from the

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

heap, while they can only take the number corresponding to
a non-negative integers higher than 1 which is the divisor of
the current number of beans in the heap. One sample game
see Demonstration 22. The player who has to take the last
bean is the loser. In the following game, the pupils will
change the order in which they started the previous game.
Final assessment:
Players play more games. The lowest number is 2 to make
sure that each player has started the same number of games.
Each pair will put down the mutual score and submit the
record to the teacher. Both the winner and the loser will get
a certain number of points for the activity for each game (e.g.
3 points for the winner, 1 point for the loser).

5 COLLECTION OF DIDACTIC GAMES

21 Domino
Thematic area:
The domino game is suitable for thematic areas dealing
with the Conversion of Units of Area and the Conversion of
Units of Volume, and also for thematic units dealing with the
Arithmetic of Decimal Numbers and the Arithmetic of Rational
Numbers.
Educational targets:
To practice the conversion of area or volume units or to
practice arithmetic operations with decimal numbers or
rational numbers. Feedback for the pupils on mastering the
subject matter. The game develops the pupils' ability to
mutually check their activity.

Benefits of the game:

Active work of the class, inner motivation of pupils through
competitiveness. The pupils' mutual cross-checking eases the
load on the teacher.

Game environment:
Pupils and the teacher: The class, pairs sitting at desks
play. The teacher has an organizational and controlling role.
Material environment: Set of domino tiles for each pair of

Demonstration 22 A sample Dim game

pupils (see Demonstration 23).

Game duration: 1520 min

heap

1. player

heap

2. player

heap

1. player

35 beans

-5

30 beans

-6

24 beans

-6

Game procedure:

heap
18 beans

2. player
-9

heap
9 beans

1. player
-3

heap
6 beans

2. player
-3

At the start we distribute a set of domino bones to pairs of

heap
3 beans

1. player
-3

heap
0 beans

The second player

wins

pupils at desks. For thematic areas dealing with the

conversion of area or volume units, the bones will contain
pairs of data of these quantities, stating the numeric value
and the unit. The domino bones are shuffled and placed with
the numbers facing down. One of the bones is turned over.
Then the pupils take turns, i.e. they turn over one of the

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

previously unturned bones. If it can be added to other placed
bones, the pupil can do it (but not necessarily), otherwise

5 COLLECTION OF DIDACTIC GAMES

Demonstration 23 Domino bones used in the thematic
unit of Area of Geometric Shapes

he/she has to keep it. Only bones with the same area/volume
value on the added side can be added (these values are stated
in different units). The winner is the player with the lowest
number of bones which cannot be added to other bones on
the table at the end of the game.
If you want to use the game for areas dealing with the
arithmetic of decimal numbers or the arithmetic of rational
numbers, use domino bones containing the entries of adding,
subtracting, multiplying or dividing 2 numeric values. The
bones are added to each other so that the result of the
operation on one bone is the first one of the numeric data on
the other bone (Demonstration 24).
Final assessment:
Each pair will put down the mutual score and submit the

Demonstration 24 Domino bones serving to practice the

Arithmetic of Decimal Numbers

record to the teacher. Both the winner and loser will obtain
a certain number of points for the activity for each game (e.g.

Benefits of the game:

0,3 + 0,2

0,5 x 3
1,5 - 0,9

a draw, both players will get 1 point).

0,9 : 3
1,1 - 0,2

3 points for the winner, 1 point for the loser. In the case of

0,7 + 0,4

0,6 - 0,1

Active work of the class, inner motivation of pupils through

competitiveness. The pupils' mutual cross-checking eases the
load on the teacher.

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22 Enades

5 COLLECTION OF DIDACTIC GAMES

a certain number of points for the activity for each game (e.g.
3 points for the winner, 1 point for the loser).

Thematic area:
This game is suitable for the thematic area of Powers and
Roots.

Benefits of the game:

Active work of the class, inner motivation of pupils through
competitiveness. The pupils' mutual cross-checking eases the

Educational targets:
To practice determining the

powers

of non-negative

numbers by heart. Feedback for the pupils on mastering the

subject matter. The game develops pupils' combinatorial and
strategic thinking.
Game environment:
Pupils and the teacher: Pairs at desks play. The teacher
has an organizational and controlling role.
Material environment: Sheet of paper for each pair.

load on the teacher.

Demonstration 25 A sample Enades game
number

1. player

number

2. player

number

1. player

100

-25

75

-9

66

-16

number
50

2. player
-8

number
42

1. player
-3

number
39

2. player
-9

number
30

1. player
-16

number
14

2. player
-2

number
12

1. player
-5

number
7

2. player
-2

number
5

1. player
-5

number
0

The first player

wins

Game duration: 510 min

Game procedure:

23

The players deduct any powers of 2, 3 or 5 with an exponent

Thematic area:

of a positive integer from an initial number n (e.g. n = 100).

Both players take turns and write down the status of the game

Snake

This game is suitable for the thematic area of Central and

Axial Symmetry.

on the sheet of paper. The player who gets 0 or 1 in his/her

Educational targets:

turn wins. In the following game, the pupils will change the

To practice displaying a point through central symmetry.

order in which they started the previous game. A sample

Pupils' motivation. Feedback on mastering the subject

game see Demonstration 25.

matter. To develop pupils' imagination and strategic thinking.

Final assessment:

Game environment:

Players play more games. The lowest number is 2 to make

Pupils and the teacher: Pairs of pupils at desks play. The

sure that each player has started the same number of games.
Pupils will put down the mutual score and submit the record

teacher has an organizational and controlling role.

Material environment: Square grid for each pair (Picture 5.8).

to the teacher. Both the winner and the loser will get
107

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

in which they started the previous game. A sample game see
Demonstration 26.
Final assessment:
Players play more games. The lowest number is 2 to make
sure that each player has started the same number of games.
Pupils write the scores of mutual games. They will get

Pic. 5.8 Square grid for the Snake game

a previously agreed number of points for the activity both for

Game duration: 1520 min

winning or losing (e.g. 3 points for winning, 1 point for

Game procedure:

losing).

The teacher distributes game boards to the pupils. The

Benefits of the game:

pupil who is starting will draw a circle in any square of the

Practicing the subject matter in a context attractive for

game grid and write the number 1 in it. (The snake has been

pupils. Inner motivation of pupils through competitiveness.

born and is 1 day old.) The second player will choose any grid

Active work of the whole class. Feedback on the knowledge

point, i.e. a point where the lines of the square grid intersect,

level for the pupils. Development of strategic thinking and

and through the central symmetry with the centre in this

imagination (when planning draws).

point he/she will display the snake in its new position.

Demonstration 26 A sample Snake game

He/she will draw another circle in any free square adjacent to

the new snake's position. He/she will write the number 2 in
both of these circles. (The snake has moved and grown and is
2 days old.) They continue analogically, each next turn
represents moving the snake and making it longer by one
square of the grid. The players take turns. If any part of the
snake is to be displayed beyond the square grid or in the
space where the snake has been, the player loses. Any player

The first player wins

also loses if he/she has no free space to make the snake

longer. In the following game, the pupils will change the order

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

24

5 COLLECTION OF DIDACTIC GAMES

its finding. The player who has found all the treasures in the

Treasure Seekers

opponent's game board is the winner.

Thematic area:

Final assessment:

This game is suitable for the thematic area of Functions.

Each pair will put down the mutual score and submit the

Educational targets:
Propaedeutic

of

point

record to the teacher. Both the winner and the loser will get
coordinates

in

a rectangular

coordinate system in a plane.

a certain number of points for the activity for each game

(e.g. 2 points for the winner, 1 point for the loser).

Game environment:

Benefits of the game:

Pupils and the teacher: Pairs at desks play. The teacher

Coordinate propaedeutic in an attractive form for pupils.

has an organizational and controlling role.

Active work of the class. The attractiveness of the game's

Material environment: Square grid for each pupil (Picture 5.9).

context and competitiveness motivate the pupils.

Game duration: 1520 min

1 2 3 4 5 6 7 8 9 10

Game procedure:

1
2
3
4
5
6
7
8
9
10

At the start of the game, each pupil draws "treasures" in

his/her square grid. Each player has to draw a determined
number of treasures and the drawn treasures must not
touch, i.e. one treasure can not be drawn in any grid squares
adjacent to a different treasure (see Demonstration 27). Pupils
take turns during the game. In each turn they will say an
ordered

pair

of

non-negative

integers

identifying

the

coordinates of the square where the player is "looking for the

treasure". The first coordinate represents the number of the
rows, the second the number of the column in the square
grid. The opponent will say if he/she has a treasure drawn in
the stated square. If the player has identified all the squares
representing the given treasure, the opponent will announce

111

Pic. 5.9 Square grid for the Treasure Seekers game

Demonstration 27 Layout of 'treasures' in the Treasure

Seekers game
1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

25

Logic

5 COLLECTION OF DIDACTIC GAMES

e.g. by guessing 4 numbers selected from the set of nonnegative integers from 1 to 6.

Thematic area:
The game can be used for the thematic area of Combinatorics.
Educational targets:
To develop pupils' logical and combinatory thinking.
Game environment:
Pupils and the teacher: Pairs at desks play. The teacher
has an organizational and controlling role.
Material environment: The game only requires paper and
writing utensils, no other special aids.

Final game assessment:

Pupils put down the game procedures. Each guessing pupil
will get a certain number of points for the activity for every
correctly guessed quintuple of numbers.
Benefits of the game:
Active work of the class. Development of pupils' logical
thinking in an activity attractive for pupils.
Demonstration 28 A sample Logic game

Game duration: 1020 min

guessed quintuple

Game procedure:
One of a pair of students writes 5 numbers next to each
other, selected from a set of non-negative integers from 1 to
8, while each of these 8 numbers can only be written. The
other pupil should guess this quintuple. He/she will write
his/her supposed quintuple on his/her sheet of paper. The
pupil who has selected the numbers will say the number of
the correctly guessed numbers, and the number of numbers
whose location has also been guessed correctly. The other
pupil continues guessing, until he/she finds the whole
quintuple, while he/she has 10 attempts to make a guess.
The pupils will swap their roles in the next game. A sample of
the game is shown in Demonstration 28.
The difficulty of the game can be changed by changing the

1.
2.
3.
4.
5.
6.

26

1
7
7
7
7
7

3
5
5
5
2
2

5
1
1
2
5
3

8
2
6
6
8
1

n. of correctly guessed numbers

7
4
4
1
4
4

3
4
3
3
3
5

Mathematical Memory

Thematic area:
This game is suitable for thematic areas dealing with the
Arithmetic of Numbers and Expressions.
Educational targets:
To train counting 'from memory' in different numeric
domains or with expressions. Feedback for the pupils on
mastering the subject matter. The game develops pupils'
spatial memory.

number of sought numbers and the set of non-negative

integers from which we are choosing the stated numbers;
113

n. of numbers
whose location has also
been guessed correctly
0
2
2
1
3
5

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Game environment:

Final assessment:

Pupils and the teacher: Pairs at desks play. The teacher

Each pair will put down the mutual score and submit the

has an organizational and controlling role.

Material environment: Set of memory cards for each pair
(see Demonstration 29).

record to the teacher. Both the winner and the loser will
obtain a certain number of points for the activity for each
game (e.g. 3 points for the winner, 1 point for the loser. In the

Game duration: 1520 min

case of a draw, both players will get 1 point).

Game procedure:

Benefits of the game:

At the start we distribute a pack of memory cards to pairs.

Active work of the class, inner motivation of pupils through

This pack consists of cards containing the assignments of

competitiveness. The pupils' mutual cross-checking eases the

simple tasks and cards with the results of these tasks. The

load on the teacher.

stated tasks have to be solvable 'from memory'. The cards are

Demonstration 29 Memory cards used in the thematic

shuffled and placed with the data facing down. One of the

area of Decimal Numbers

pupils turns over any two cards. If it is a matching pair the

1) Task assignments

task assignment and its solution the pupil will keep the
cards and continue turning over. If these two cards do not

0,1 + 0,9

1,5 - 0,3

0,5 x 2

1,2 : 2

2,2 - 0,4

1,2 + 0,5

0,7 : 7

3 x 0,1

0,2 x 2

3 - 2,8

2:4

1,2 + 0,8

1:2

0,1 + 0,7

1 - 0,6

2 x 0,9

match, they are turned back and the other player continues.
The winner is the player who has the higher number of
obtained matches after all the cards have been turned over.
The game can be simplified by playing separately with
2 packs of cards. One pack contains the assignments of
tasks, the other pack contains the results of these tasks. (The
packs can be distinguished, e.g. by the colour on the back of
the cards.) When it is one pupil's turn, he/she will turn over
one card in each pack. This game variant is less demanding
for the memory.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

2) Solutions of the tasks

5 COLLECTION OF DIDACTIC GAMES

Game procedure:
Pupils are divided into pairs. They write 2 columns of non-

1,2

0,6

negative integers from 1 to 9 with the square symbol on

a sheet of paper. First player A deducts a square of one of the
numbers stated in the columns from the number 100. Then

1,8

1,7

0,1

0,3

0,4

0,2

0,5

he/she will cross out the used number. Then player B

deducts a square of any uncrossed number stated in the
columns from the number which was a result of player A, and
he/she will also cross out the used number. The players take

0,5

0,8

0,4

1,8

turns until a player is forced to deduct a square of such

number that the result will be negative. This player will lose.

27

Powers

In the following game, the pupils will change the order in

Thematic area:

which they started the previous game. A sample game see

This game is suitable for the thematic area of Powers and

Demonstration 30.
Demonstration 30 A sample Powers game

Roots.
Educational targets:
It is suitable to use this didactic game when teaching the

12

12

thematic area dealing with powers and roots. The aim of the

22

22

game is that pupils remember the squares of selected non-

32

32

42

42

52

52

aim of the game is to develop pupils' strategic thinking and

62

62

data analysis.

72

72

82

82

92

92

negative integers and practice counting with them. Another

Game environment:

100
-81 Player A
19
-16 Player B
3
-1 Player A
2
-1 Player B
1
The player A is forced to deduct a square
of such number that the result will be negative.
So, the player B wins.

Pupils and the teacher: Pairs at desks play. The teacher

has an organizational and controlling role.
Material environment: Sheet of paper for each pair.

Final assessment of pupils' work:

Players play more games. The lowest number is 2 to make
sure that each player has started the same number of games.

Game duration: 25 min

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Each pair will put down the mutual score and submit the
record to the teacher. Both the winner and the loser will get
a certain number of points for activity for each game (e.g.
2 points for the winner, 1 point for the loser).
Benefits of the game:
Work with the subject matter in a context attractive for
pupils. Motivation through competitiveness. Development of
strategic thinking.

28

Game procedure:
The teacher distributes game boards to the pupils. The first

Letter 'L' Travelling

pupil will draw a letter L in the game board, formed by

Thematic area:

4 squares of the game board. The second player will choose

This game is suitable for the thematic area of Central and

Axial Symmetry.

in this point he/she will display the L in its new position. The

To practice displaying a shape through central symmetry.

Feedback on mastering the subject matter. To develop pupils'
imagination and strategic thinking.

player who cannot place the letter L in the blank squares of

the

game

board

will

lose.

sample

game

see

Demonstration 31. In the following game, the pupils will

Game environment:

change the order in which they started the previous game.

Pupils and the teacher: Pairs at desks play. The teacher

has an organizational and controlling role.
environment:

any grid point, i.e. a point where the lines of the square grid
intersect, and through the central symmetry with the centre

Educational targets:

Material

Pic. 5.10 Game board for the Letter 'L' Travelling game

Game

(Picture 5.10).

board

Final assessment:
Players play more games. The lowest number is 2 to make

for

each

pair

sure that each player has started the same number of games.
Pupils write the scores of mutual games. They will get

Game duration: 1520 min

a previously agreed number of points for the activity both for

winning or losing (e.g. 3 points for winning, 1 point for
losing).

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Benefits of the game:

Game environment:

Practicing a subject matter in a context attractive for

Pupils and the teacher: Pairs at desks play. The teacher

pupils. Inner motivation of pupils through competitiveness.

has an organizational and controlling role.

Active work of the class. Feedback for the pupils on

Material environment: A blank sheet of paper for each pair.

mastering the central symmetry. Development of strategic

Game duration: 510 min

thinking and imagination (when planning draws).

Game procedure:

Demonstration 31 A sample Letter L Travelling game

During the game the players deduct any non-negative

number from 1 to 5 from an initial non-negative number n
(e.g. n = 30). After the deduction, the player will find out how

3
8

many divisors the originated number has; the number of

12

divisors determines the number of points which the player

will get for his/her draw. The player will write the originated
4

10
9

6
11

number as well as the number of divisors on a sheet of paper.

2
13

Players take turns until they get zero. The player who has
achieved the most points in the game is the winner. In the

The first player wins

29

next game the pupils will swap the order in which they

Number of Divisors

started. A sample game see Demonstration 32.

Thematic area:

Final assessment:

This game is suitable for the thematic area of Divisibility of

Players play more games. The lowest number is 2 to make

sure that each player has started the same number of games.

Non-negative Integers.
Educational targets:

Each pair will put down the mutual score and submit the

To practice determining the divisibility of non-negative

record to the teacher. Both the winner and the loser will get

integers. Feedback for the pupils on mastering the subject

a certain number of points for the activity for each game (e.g.

matter.

3 points for the winner, 1 point for the loser).

The

game

develops

pupils'

combinatorial

and

strategic thinking.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

5 COLLECTION OF DIDACTIC GAMES

Benefits of the game:

Game environment:

Active work of the class, inner motivation of pupils through

This game is not suitable to organize tournaments. Pairs at

competitiveness. The pupils' mutual cross-checking eases the

desks play, while the number of games depends on the period

load on the teacher.

in which pupils are able to find a winning strategy. The

Demonstration 32 A sample Number of Divisors game

teacher has an organizational and controlling role and helps

number
number

1. player

30

-2

pupils with the strategy analysis.

number

28

2. player

divisors:

-4

24

1. player

divisors:

-4

28,14,7,4,2,1

24,12,8,6,4,3,2,1

2. player
-2

number
18
divisors:
18,9,6,3,2,1

1. player
-3

number
15
divisors:
15,5,3,1

2. player
-3

number
12
divisors:
12,6,4,3,2,1

1. player
-4

number
8
divisors:
8,4,2,1

2. player
-2

number
6
divisors:
6,3,2,1

1. player
-2

number
4
divisors:
4,2,1

2. player
-3

number
1
divisors:
1

1. player
-1

number
0

The second player

wins 23 : 25

number
20
divisors:
20,10,5,4,2,1

Material environment: The game is played in a pattern

displayed in Picture 5.11. The number of equations may
naturally be modified if necessary.
Game duration: 510 min
... = ...
... + ... = ...
... + ... + ... = ...
... + ... + ... + ... = ...
... + ... + ... + ... + ... = ...
... + ... + ... + ... + ... + ... = ...

30

Pic. 5.11 Game board of the Equations game

Equations

Game procedure:

Thematic area:
This game is suitable for the thematic area of Solving
Linear Equations and their Systems.
Educational targets:
This game is suitable for training linear equations and the
general improvement of pupils' understanding of equations
and their meaning. The analysis of the game's strategy is
quite simple and thus also suitable for younger pupils. In
a simple example, it enables us to demonstrate the concept of

The game is played by 2 pupils. When it is their turn, the

players write any integral number in the blank spaces
marked by 3 points in the game board. They swap, while the
first player wins if all the equations are correct at the end of
the game. The second player wins if at least one of the
equations is not correct. In the following game, the pupils will
change the order in which they started the previous game.
Example of the game see Demonstration 33.

a winning strategy and the power of logical thinking.

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

Final assessment of pupils' work:
This game is illustration of strategy analysis. Therefore, we

6 TABLE OF DIDACTIC GAMES

6 TABLE OF DIDACTIC GAMES

do not award points.

THEMATIC AREA

Strategy analysis:

NAME AND TYPE OF DIDACTIC GAME:

CM = cooperative game for multiple teams

When playing, the pupils must realize that they can fill in

C2 = cooperative game for teams of 2

integral numbers in any blank spaces. Then the winning

GI = games for individuals

strategy of the first player in the game board (shown in

PG = pair games

Picture 5.11) is the filling in of the last blank space in the

Universal games

Bingo

CM

page 55

(suitable for most

Circles

CM

page 58

Puzzle

CM

page 60

pupils also fill in operators, and depending on difficulty we

Lines Contest

CM

page 65

can also change the set of numbers which the numbers are

Chairs Contest

CM

page 67

filled in from.

Cipher game

CM

page 70

Benefits of the game:

Relay

CM

page 77

Practicing the meaning of equations in a playful context.

Spot the Mistake!

GI

page 91

Lotto

CM

page 74

Magic Square

C2

page 82

Pyramid Construction

C2

page 87

Hidden Exercises

GI

page 95

Mathematical Memory

PG

page 114

Lotto

CM

page 74

Magic Square

C2

page 82

Pyramid Construction

C2

page 87

Hidden Exercises

GI

page 95

Mathematical Memory

PG

page 114

equation so that the equation is correct. The pupils can be

asked how the number of equations will change the winning

thematic areas)

strategy of the game. This game can be modified so that

The opportunity independently find a winning strategy for

Algebraic

a mathematical game. Clarifying the winning strategy notion.

expressions and

Development of strategic and logical thinking.

their solution

Demonstration 33 A sample Equations game

1=1

( 7 ) + 2 = 5
4 + 3 + 4 = 11

1 + 3 + 5 + 2 = 11
5 + 2 + 3 + ( 1) + 9 = 18

1 + 4 + 8 + 2 + 7 + ( 7 ) = 15

125

Integral numbers,
operations with
integral numbers

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P. VANK: DIDACTIC GAMES IN MATHEMATICS

THEMATIC AREA

Divisibility
of positive integers

NAME AND TYPE OF DIDACTIC GAME:

6 TABLE OF DIDACTIC GAMES

THEMATIC AREA

CM = cooperative game for multiple teams

CM = cooperative game for multiple teams

C2 = cooperative game for teams of 2

C2 = cooperative game for teams of 2

GI = games for individuals

GI = games for individuals

PG = pair games

PG = pair games
Volume and area of

Builders

CM

page 63

Cube with Letters

C2

page 80

Builders

CM

page 63

Lotto

CM

page 74

Builders

CM

page 63

Percentage

Lotto

CM

page 74

page 82

Conversions of units

Domino

PG

page 104

page 87

Rational numbers,

Lotto

CM

page 74

Magic Square

C2

page 82

Pyramid

C2

page 87

Magic Square

C2

page 82

The Way Home

GI

page 90

Bard

PG

page 99

Dim

PG

page 102

Number of Divisors

PG

page 121

geometric shapes

Lotto

CM

page 74

Magic Square

C2

Pyramid

C2

geometric shapes
Area of geometric

Decimal numbers,
operations with

NAME AND TYPE OF DIDACTIC GAME:

decimal numbers
Construction

shapes
Perimeter of

operations with
rational numbers

Hidden Exercises

GI

page 95

Domino

PG

page 104

Construction

Mathematical

PG

page 114

Hidden Exercises

GI

page 95

Domino

PG

page 104

Lotto

CM

page 74

Mathematical

PG

page 114

Treasure Seekers

PG

page 111

Combinatorics

Logic

PG

page 113

Powers and Roots

Hidden Exercises

GI

page 95

Enades

PG

page 106

Powers

PG

page 117

Memory
Functions

127

Memory

128

P. VANK: DIDACTIC GAMES IN MATHEMATICS

THEMATIC AREA

NAME AND TYPE OF DIDACTIC GAME:

CONCLUSION

CONCLUSION

CM = cooperative game for multiple teams

The only way to learn

C2 = cooperative game for teams of 2

mathematics is to 'do' mathematics.

GI = games for individuals

PG = pair games
Solution of linear
equations and their

P. R. Halmos, (1982)

Lotto

CM

page 74

Equations

PG

page 123

Jigsaw

C2

page 85

Cube with Letters

C2

page 80

3D Noughts and

PG

page 98

GI

page 93

systems
Parallelogram,

development

of didactic games and their place in mathematics teaching

both from the theoretical and practical point of view.

trapezoid
Spatial imagination

In its 6 chapters, the presented book has given an overview

Crosses
Central and axial

Symmetric

symmetry

Pictures

We believe that our publication has provided sufficient

information about didactic games in teaching math. We also
dare to hope that it has aroused readers' interest in this
issue, as well as inspired them to try playing the mentioned
didactic games or try teaching with them in practice. If we
have succeeded in this, our book has fulfilled its goal.

Snake

PG

page 108

Letter 'L'

PG

page 119

If you have any questions regarding didactic games and

their use in mathematics teaching, please contact us at
[Link]@[Link]. We will also be glad if you share

Travelling
Triangle

Jigsaw

C2

page 85

with us all your experience with the practical use of didactic

Angle and its

Jigsaw

C2

page 85

games in mathematics education.

dimensions

129

130

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Published with the support of grant KEGA No. 091UK4/2012 Development of mathematical culture by solving
common practice tasks.

mur, V. (1985): Matematick hry. Master's degree thesis.

Bratislava, Matematicko-fyziklna fakulta UK.
Didactic Games in Mathematics
Peter Vank, PhD.

Translated from Slovak original Didaktick hry v matematike

by ASPENA, Bratislava
Reviewed by:

doc. RNDr. Viera Uherkov, CSc.

doc. RNDr. Jaroslava Brinckov, CSc.

Published by:

KEC FMFI UK Bratislava

Publication year:

2013

Edition:

first

Number of pages:

137

Impression:

100 pieces

English proofreading: Jennifer Meyers

ISBN: 978-80-8147-007-3
137