MATHEMATICAL GAMES – POSSIBILITIES OF IMPLEMENTATION IN TEACHING MATHEMATICS TO ELEMENTARY SCHOOL JUNIOR GRADES

Abstract

The trends of improving the quality of teaching mathematics at all educational levels require efficient and socially acceptable basic knowledge of the subject matter. Teaching mathematics at initial educational levels is deeply significant and it must be designed and realised in such a manner so that modern-day human beings permanently retain the acquired knowledge and the level of cognitive competences. Contemporary pedagogical theories point out the significance of the game as a learning method in optimal stimulation of versatile development of students. With regard to that, mathematical games are recognised as an important means and a tool that contribute to the development of knowledge through educational process, especially in initial stages of mathematical education. Using an analysis of theoretical and practical research as a starting point, the paper reviews the possibilities of implementation of games in initial stages of teaching mathematics as a support to improving the quality of learning and teaching mathematics. Positively empirically evaluated models confirm significant influence of mathematical games on encouraging interests and motivation of elementary school junior grade students as regards teaching mathematics, which points to a justified assumption of further implications on the quality of learning outcomes.