Mathematical problems of mind and intelligence games examining the realitionship to reasoning with teacher's view

With the developing technology, some changes have started to occur in every part of our lives. Especially the changes in education reveal new ideas through workshops, congresses and symposiums. In education, teaching methods that emphasize high-level thinking skills such as reasoning, reasoning and problem solving are applied, especially from the achievements of mathematics questions in both national and international exams. With these methods applied in education, it is aimed to gain students who have different perspectives, can express themselves and establish strong communication bonds with their friends. In line with this goal, there has been a significant increase in the number of educational games as applications on computers and technological devices such as mobile phones, and a significant increase in mathematics education in discipline-related games. In particular, new achievements and sub-learning areas for mathematics teaching gain importance in order to break the prejudices of students against the mathematics lesson with mind and intelligence games and to enable them to participate more actively. With this increasing importance, while high-level thinking skills such as problem solving, analysis in cause-effect relationships and reasoning are specific to mathematical problems, these achievements form the basis of mind and intelligence games. Therefore, in this study, it is aimed to examine, analyze and evaluate the relationship between mind and intelligence games and mathematical reasoning in mathematical problems. For this purpose, the study group of the research consisted of 40 secondary school mathematics teachers working in primary schools in the province of Siirt, determined by the purposive sampling method. The data obtained as a result of the face-to-face interviews with the teachers were analyzed by content analysis and interpreted within the framework of the emerging themes. When the findings of the research are examined, in mathematics teaching supported by mind and intelligence games; It has been concluded that it can contribute positively to the acquisition of high-level thinking skills such as transitioning from abstract to concrete, problem solving and analyzing data, providing permanent learning by having fun. Based on these results, it is suggested that mind and intelligence games should be used effectively in mathematics teaching and that more studies should be conducted on this. Keywords: Mind and Intelligence Games, Reasoning, Mathematics, Teacher, LGS