Middle school mathematics teachers' views on the concept of mathematical game

In this study, the views of middle school mathematics teachers on the concept of mathematical game were investigated. The participants of the study consist of 13 secondary school mathematics teachers working in public schools affiliated to the Ministry of National Education in Karapınar the district of Konya province in the 2022-2023 academic year. Phenomenology, one of the qualitative research methods, was used in the research. The interview form created by the researcher was used as a data collection tool in the study. With the interview form, the teachers were asked about the definitions of mathematical games, the relationship between mathematics and games, the use of mathematical games, the games they use, the features that should be found in mathematical games, the benefits of mathematical games, the difficulties in using games, students' reactions to games, the effects of games on students, their suggestions on the concept of mathematical games and the use of mathematical games. The data were analyzed by content analysis. The findings obtained as a result of the research are presented in tables. As a result of the research, teachers mostly used expressions instructive and entertaining expressions in their definitions of mathematical games. It was seen that the participants explained the relationship between mathematics and games with the presence of mathematics in the games and mathematics making sense of the game. It has been observed that teachers use mathematical games for cognitive/academic and affective purposes. It has been seen that the features they look for in mathematical games are related to their contribution to the learning-teaching process, game content, game duration and participant status. Teachers stated that students mostly gave positive reactions to mathematical games. As for the benefits of mathematical games, the focus is on the benefits for the subject, students and teachers. Similarly, it has been emphasized that mathematical games have various effects on students' learning situations, attitudes towards the course, personal development and social development. However, it was observed that teachers experienced various difficulties in designing/planning games and in the lesson process. In addition, teachers made various suggestions for mathematical games and the use of games.