Some games may support the learning of mathematics in one way or another. It is important, however, to identify the educational component in a game as playing it, by itself, may not lead to further learning. The linked document offers an analysis of the mathematical potential in Tic-tac-toe through the lens of the RaPID model: https://network.structuringinquiry.com/wp-content/uploads/sites/7/2020/06/Tic-Tack_Toe.pdf
Tag: math games
In this post, we highlight how a game might be adapted so that it requires learners to make the particular distinction we want them to make. We also highlight the importance of first presenting this distinction to them. The original game is a memory game; the adapted game has to do with distinguishing left from right.
Lost Cities is a game that offers opportunities for meaningful practice at varying levels of expertise—provided strategies are taught in meaningful ways. In particular, it offers a motivating context for practicing skip counting, making tens, and flexible re-grouping for adding two and three-digit numbers.
Sleeping Queens can offer meaningful practice with regrouping to add, recognizing equality, and dividing by two and three. It can be played in a way that makes it accessible for children in K-3 or challenging for children in Grades 4-6 (and beyond). It can also be adapted for play with a traditional deck of cards.