Learning to teach mathematics playfully: When infrastructural constraints and learning goals compete in the redesign of games
Other publication
Author(s) / editor(s):
Jonas Mayrhofer
,
Vasiliki (Vicky) Laina
Year: 2026
Laina, V. & Mayrhofer, J.* (2026). Learning to teach mathematics playfully: When infrastructural constraints and learning goals compete in the redesign of games. In R. Mosvold, J. Fauskanger, F. Ferretti, & N. Vondrová (Eds.), Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice (pp. 476–483). Charles University, Faculty of Education, and ERME.
Keywords: Playful learning, teacher training, secondary education, educational gamesAbstract:
Despite their benefits, the integration of playful learning experiences in formal mathematics education is limited and faces important challenges. Preservice teachers are often more positive towards playful learning, but struggle with barriers like a lack of relevant resources. We explored how student teachers balanced learning goals and infrastructural constraints when collaboratively redesigning games for secondary mathematics classrooms in the context of an elective course on games and learning. We iteratively coded interview transcripts, lesson plans and posters and found that while some participants prioritized infrastructural constraints, others focused on pedagogical objectives, showcasing diverse approaches to designing playful learning experiences. Our findings highlight the importance of teacher education programs in fostering adaptive and resourceful design thinking and equipping educators to tailor innovative pedagogies to varied classroom contexts.
https://hal.science/hal-05463964/document#page=487
Post created by: Vasiliki (Vicky) Laina