Playing Games and Learning Mathematics: The results of two intervention studies

This article presents the findings of two studies that were designed to improve young children's number knowledge through the use of mathematical games. The first study, with 5‐year‐old children (N = 55), involved parents coming into the classroom to play games with small groups of children. The second study, with 7‐year‐old children (N = 128), explored several ways of incorporating games into school mathematics programmes, including parents playing games with the children. Individual task‐based interviews were used to gather data on the children's number knowledge, and detailed observations were made of selected children's experiences during their normal mathematics lessons and while they were playing the mathematical games. The results showed that games appeared to be most effective as a way of enhancing children's learning when a sensitive adult was available to support and extend the children's learning as they played. The factors that appear to be important when involving parents in games sessions at school are discussed.