DIDACTIC GAME AS A TEACHING METHOD IN MATHEMATICS EDUCATION FOR MIDDLE SCHOOL STUDENTS

ABSTRACT

The article examines the role of didactic games in the mathematics education of schoolchildren. The paper deals with the theoretical foundations of using game activities as an effective pedagogical tool in the educational process. The research focuses on the analysis of scientific approaches to the problem of integrating games into mathematics lessons. Special attention is paid to the psychological aspects of children’s perception of educational material through game activities. The article presents the results of practical implementation of game technologies in the educational process of middle school students. The authors introduce the results of developing several didactic games aimed at improving the quality of mathematical knowledge. The paper describes in detail the methodology of using digital platforms for creating interactive educational games. It is specially noted that the proposed games can be effectively used both in traditional and distance learning formats. The article examines the impact of game activities on the cognitive processes of students and their academic performance. The findings show that the systematic use of didactic games contributes to better assimilation of mathematical material and creates a favorable psychological atmosphere in the classroom. The article concludes with a discussion of the prospects for further development of game technologies in mathematics education. It is argued that the integration of game elements into the educational process can significantly improve the quality of knowledge and increase students’ interest in the subject.

Keywords: didactic games, mathematics education, game-based learning, pedagogy, interactive learning, educational technologies, middle school students.

In his works, the American psychologist Edgar Dale proved that people absorb material better through practice rather than through traditional learning methods [1, p. 4]. Consequently, games in all their manifestations are now actively utilized not only in school education but also in teaching university students.

Examples of this can be found at universities such as New York University, the University of Florida, and DePaul University. All these institutions have noted the extremely positive impact of using games on the quality of education. Similar conclusions were also reached at the Vocational Education Center of the Bunin Yelets State University, where research determined that games have a beneficial effect on students’ academic performance.

Konstantin Dmitrievich Ushinsky, the founder of the theory of play in Russian pedagogy, argued that play is a unique kind of activity, «…a free and necessarily conscious activity, which implies the desire to live, feel, and act» [4, p. 4]. Vasily Alexandrovich Sukhomlinsky, in his works, asserted that play for a child is «a spark that ignites the flame of inquisitiveness and curiosity»; «a vast, bright window through which a life-giving stream of perceptions and concepts about the surrounding world flows into the child’s spiritual world» [3, p. 4]. Anton Semenovich Makarenko also wrote that play has a truly significant role in the upbringing of youth [2, p. 4].

To achieve the goal of educating and teaching children, didactic games - games with rules - have been developed. The necessity of using games as a teaching tool for middle and high school students in mathematics is based on the fact that, despite their maturity, games have not lost their significance for these children. This age is characterized by an increased need for self-actualization and self-affirmation. Therefore, games used by teachers during instruction must take this feature into account. By meeting the requirements and tasks set in the game, and fulfilling the role implied by the game, children satisfy these needs and develop necessary qualities. Thus, it can be concluded that incorporating games into mathematics lessons (and other subjects) has a positive impact on students. It not only helps them effectively absorb material but also fosters the development of personal qualities.

Recognizing this fact, we decided to develop our own didactic games suitable for middle school mathematics lessons. For development purposes, we chose the online platform LearningApps.org. This platform allows creating games from templates and sharing them easily. Moreover, no registration is required to participate in the games, which simplifies the process for students.

Based on the studied material from the textbook «Mathematics 5th Grade» by Merzlyak A.G., Polonsky V.B., Yakir M.S., we developed the game «Math Millionaire» on the topic «Series of Natural Numbers».

«Math Millionaire» is a game consisting of 6 questions of varying difficulty levels, from easy to complex. Each question is worth a certain number of points. The first question is worth 500 points, the second - 1000 points, the third - 5000 points, the fourth - 50,000 points, the fifth - 250,000 points, and the sixth question, being the final one, is worth one million points. By answering all the questions correctly, the child becomes a mathematical millionaire. To play, only a computer, laptop, or tablet with an internet connection is required. Children follow the link to the game page and begin completing the tasks. This development can be accessed through the corresponding link in the Appendix.

In addition to the «Millionaire» game, we have developed a crossword puzzle that can be used in conjunction with the first game - one half of the children solves it while the other half plays the «Millionaire». The essence of this exercise is completely similar to a printed crossword puzzle - the child, answering the questions, types the answers in the fields. The equipment and access mode for the game are the same as in the first case. This development can be accessed through the corresponding link in the Appendix.

Additionally, we have also developed a matching game for 6th grade. The essence of the game is that the player is provided with a set of cards: some of them contain text, while others feature geometric shapes. The child needs to select where the characteristics of the figures correspond to the depicted shape and connect the two cards. This development can be accessed through the corresponding link in the Appendix.

All the developed games are freely available and can be used by any teacher, both in face-to-face and distance learning.

In conclusion, it can be summarized that play is the main type of activity for a child. Regardless of age, children through various games they will know the world around them, socialize, and learn social roles. In order for a child to develop correctly and comprehensively, it is necessary to properly create conditions and select gaming methods. Play can also serve as a powerful and, most importantly, effective channel for transmitting information from teacher to student. The use of play in mathematics lessons in particular, as well as in education in general, helps to improve the quality of knowledge acquired by students, «lighten up» the classroom environment, and build a favorable psychological atmosphere. The goal set by us has been achieved - didactic games have been developed.

Appendix 1

1. Didactic game «Mathematical Crossword» is available at the URL: https://learningapps.org/watch?v=pa94whnj524.
2. Didactic game «Mathematical Millionaire» is available at the URL: https://learningapps.org/watch?v=p6o8os2dn24.
3. Matching didactic game is available at the URL: https://learningapps.org/watch?v=py1q8oonk24.

References:

1. Dale E. Audio-Visual Methods in Teaching. New York: Holt, Rinehart and Winston, 1969.
2. Makarenko A.S. Lectures on Child Education / G.S. Makarenko, V.N. Kolbanovsky. Moscow: Uchpedgiz, 1947. 104 p. (For Parents about Education). (In Rus.)
3. Sukhomlinskiy V.A. Heart I Give to Children. Moscow: Sov. School, 1972. 244 p. (In Rus.)
4. Ushinsky K.D. Selected Pedagogical Works. Vol. 1. Moscow, 1953. 589 p. (In Rus.)