ENHANCING NUMERACY SKILLS: A STUDY ON

THE IMPACT OF CREATIVE MATH GAMES

Hans Dale Basteng¹, Jenalyn Guiquing², Yna Malazzab³,

Joanne Portales⁴, Angelica Villanueva ⁵

Philippine Normal University, North Luzon, Philippines

ABSTRACT

This study examined the impact of creative mathematical games on the numeracy skills of Grade 2 learners at
Cauayan South Central School during the 2023-2024 academic year. Purposive sampling was used to select two
groups based on their Mathematics grades, specifically targeting those with scores of 75% or lower. The research
employed a quasi-experimental design, gathering data through a researcher-developed and validated checklist.
Pretest and posttest assessments, also created and validated by the researcher, were analyzed using a t-test to
determine if significant differences existed in performance levels between the two groups. Key findings from the
study include: (1) the experimental group generally did not prefer using Creative Math Games as a method for
learning mathematics, (2) the control group expressed satisfaction and a favorable preference for learning addition
and subtraction through direct instruction, without the inclusion of games, and (3) there was no significant difference
in the performance levels between the experimental and control groups. In conclusion, despite the potential for
enjoyment and engagement, the introduction of creative math games did not result in notable improvements in the
numeracy skills of Grade 2 pupils at Cauayan South Central School. Therefore, the study suggests that Creative Math
Games should be carefully designed and validated according to students' competency levels and preferences before
implementation.

KEYWORDS: Creative Math Games, Numeracy Skills, Direct Instruction

INTRODUCTION

Numeracy is a skill that involves confidence and the ability to deal with numbers and measurements. It
necessitates a working knowledge of the number system, a set of computational skills, and a desire and capacity to
solve number issues in various situations. Numeracy also requires a practical understanding of how data is obtained
by counting, measuring, and then presented or depicted in graphs, diagrams, charts, and tables (United Nations
Relief and Works Agency, 2017). Early mathematical instruction is important to young children's ability development
on the impact of prior achievement on future academic success on the need to focus on numeracy (Ofsted, 2018).
However, according to Education Scotland (2019), Mathematics, out of all the learning areas in basic education,
presents students with problems that arise from within or from without, which consequently affects numeracy skills.
Mathematics education in early grades sets the foundation for future academic success, yet numerous
challenges persist in the Grade 2 math curriculum. Studies have highlighted the significant hurdles students face in
mastering key areas of the Grade 2 math curriculum, often due to the abstract nature of mathematical operations
and the necessity for a solid grasp of basic numeracy skills. For instance, Van de Walle, Karp, and Bay-Williams
(2019) emphasize that the transition from concrete to abstract thinking is particularly challenging for young learners,
impacting their ability to understand addition and subtraction with regrouping. Additionally, this is supported by the
findings of Nguyen, Guo, Stamper, and McLaren (2020), who report that learners often struggle to visualize and
accurately represent mathematical problems, leading to computational mistakes and a lack of confidence in their
mathematical abilities.
Over the years, there has been widespread concern about young students struggling with numeracy skills
worldwide. A study by Singh, Hoon, Nasir, Ramly, Rasid, & Meng, (2021) suggests that the main reason for poor
math performance is usually nestled in their experiential learning, where the subject is often treated as dull and
boring. In addition, the lack of ways to support early childhood mathematics teaching practice serves as a challenge
to address entrenched attitudes and beliefs among early childhood educators. This limitation can hinder learners
from improving their numeracy skills, as noted by Cohrssen, Church, and Tayler (2016).
 In the 2018 Programme for International Student Assessment (PISA), Filipino students ranked among the
lowest performing groups globally. Specifically, in mathematics, fewer than 20% of students demonstrated
proficiency at Level 2, while over 50% showed very low proficiency below Level 1. Scoring below the lowest level of
proficiency in the PISA, these Filipino students have been clearly left behind in terms of mathematics education;
more than half of this age group of Filipino students have inadequate mathematical skill compared to their peers in
other parts of the world. Notably, disparities were observed between public and private schools, with mean scores
of 343 and 395, respectively (Department of Education, 2019).
Recent research in the Philippines by Igarashi and Suryadarma (2023) discovered that one in ten grade 10
students, equivalent to roughly 150,000 students in 2019, did not have foundational mathematics skills. According to
the country's K–12 basic education curriculum, these skills should be mastered by grade 3. Therefore, it was
expected that nearly all students from grades 4 to 10 would possess these skills. This indicates a persistent problem
despite educational reforms since 2012, with math skills lagging behind reading skills. These findings are consistent
with those of Aguilar-Galsim and Garin (2018), who noted that students reaching higher grades in elementary school
face challenges in Mathematics due to insufficient mastery of fundamental operations. These trends align with
national and international assessments showing that many pupils’ Mathematics knowledge and competencies fall
short of the expected level upon completing basic education (UNESCO, 2011 as cited by Aguilar-Galsim and Garin,
2018). This problem is also evident in the grade 2 pupils of Cauayan South Central Elementary School.
The integration of creative math games into early childhood education has emerged as a dynamic and
effective solution for fostering numeracy skills among learners. Numerous studies, including those by Vogt, Hauser,
Stebler, Rechsteiner, and Urech (2018), Aguilar-Galsim and Garin (2018), and Murtagh, Sawalma, and Martin (2022),
have consistently demonstrated the positive impact of game-based interventions on students' mathematical
performance, engagement, and attitudes. Creative math games offer a tailored and engaging approach to learning
aligning with the needs and interests of young learners. Likewise, the versatility of game-based learning is further
emphasized by Ergul and Dogan (2022) who provide additional support for the efficacy of game-based. Lastly, White
and McCoy (2019) underscored significant improvements in both attitude and achievement among elementary and
primary school students exposed to game-based learning. These findings are consistent with De Chambrier, Baye,
Tinnes-Vigne, Tazouti, Vlassis, Poncelet, Giauque, Fagnant, Luxembourger, Auquière, Kerger, and Dierendonck,
(2021) research on kindergarten learners, indicating that educational games benefit learners from diverse
backgrounds and achievement levels.
Various research endeavors have been conducted to validate the effectiveness of creative math games in
fostering numeracy abilities in elementary school pupils and the researchers concur with what they discovered.
However, there are limited studies conducted among Grade 2 learners within the Philippine curriculum or setting. In
this light, the researchers conducted this study to examine the effectiveness of creative math games on the
development of the numeracy skills of Grade 2 pupils with different sets of math lessons and skills to be developed,
focusing only on addition and subtraction with and without regrouping. Studying addition and subtraction with and
without regrouping is essential for building a solid mathematical foundation, developing problem-solving abilities,
gaining practical life skills, and preparing for advanced education. In addition, the researchers intend to provide early
childhood educators with a variety of creative math games as an effective means for introducing mathematical
concepts and helping young Filipino students develop their numeracy skills. Moreover, researchers aim to mitigate the
stress often associated with mastering mathematical concepts and instill a sense of enjoyment among young learners.

Research Questions
This study attempts to answer the development of numeracy skills of selected Grade 2 pupils of Cauayan
South Central School in Cauayan City for the School Year 2023-2024. The study seeks to address the following
research questions:
1. What are the preferences of the experimental group respondents toward Creative Math Games?
2. What are the preferences of the control group respondents toward Direct Instruction?
3. Is there a significant difference in the level of competence in math of the respondents, as shown by the
pre-test and post-test?

Theoretical Framework
This study is anchored on Froebel’s play approach which also falls under the Constructivist Theory in
education. Constructivism emphasizes the active role of learners in building their own understanding rather than
just passively accepting information. It provides the theoretical underpinning for understanding how children learn
and develop mathematical skills and concepts through play, while play-based learning provides a practical, engaging,
and effective method for implementing constructivist principles in the mathematics classroom. In Froebel’s play
approach, Play is not seen as entertainment, but as a meaningful and purposeful activity that allows children to
develop their creativity, problem-solving skills, and social interactions. Through play, children engage in self-directed
learning and construct their understanding of concepts. Furthermore, this approach emphasizes the importance of
 play, nature, and hands-on experiences while fostering a child's intellectual, emotional, and physical growth. It
encourages the child to discover how things work, through purposeful activities which are active, hands-on, and of
interest to the individual child.
Typical attributes of the Froebel approach encompass play, a focus on student-centered learning, and the
cultivation of creativity. Instead of relying solely on structured teaching instructions or discussions, this approach
employs play as a method of learning. Here, children acquire an understanding of introduced concepts through
direct experiential engagement with them. Furthermore, students are encouraged to articulate, explore, and
embrace the learning process through trial and error, wherein educators adopt a guiding role. Educational materials
are presented to students to facilitate the exploration of concepts, expression of creativity, and understanding of
how things work.
Froebel’s emphasis on play as a fundamental and natural way for children to learn aligns well with the goal of
this research on using games to make learning math enjoyable and engaging, thus enhancing the numeracy skills of
young learners. Games can provide a rich and meaningful context for mathematical thinking and problem-solving, as
well as foster motivation, curiosity, engagement, and creativity. Therefore, this study aims to investigate how
Creative Math Games influence the numeracy skills of Grade 2 pupils.

Conceptual Framework
This conceptual framework aims to explore the development and implementation of games that foster
numeracy skills toward mathematics among young learners.

Identifying Challenging
Competencies

Teaching and Learning

Mathematics

Direct Creative
Instruction Games

Improved Numeracy
Skills

Figure 1. Conceptual Framework

Figure 1 introduced a research framework that includes identifying challenging competencies, teaching,
and learning mathematics through direct instruction and creative games, and improving numeracy skills. To achieve
this, data collection methods such as interviews, pretests, and post-assessments were employed to validate the
authenticity of the gathered data. These methods aided in investigating the effectiveness of creative math games in
teaching numeracy at the second-grade level.

METHODOLOGY

This study employed a quasi-experimental research design. A quasi-experimental design is an experimental

situation in which the searcher assigns, but not randomly, participants to groups because the experimenter cannot
artificially create groups for the experiment (Creswell, 2012).
The respondents of the study involved two sections of grade 2, consisting of 12 learners from Cauayan South
Central School for the school year 2023-2024 who were chosen through purposive sampling. In the purposive
sampling method, respondents are specifically chosen by researchers based on a set of criteria or attributes that are
pertinent to the study's goals (Campbell, 2020). The respondents were divided into two groups: the experimental
and the control group. The experimental group engaged in Creative Math Games, while the control group engaged
in Direct Instruction. Pretest and post-test assessments that consist of 20 items were utilized to measure learners’
level of competence in math, particularly in addition and subtraction. Researchers used an independent sample T-
test, and the data from the pre-test and post-test were analyzed through inferential analysis. Inferential analysis as
described by Cohen et al. (2011), provides the foundation for making generalizations from a sample to a broader
population.
Moreover, a 4-point Rating scale was used to identify the preferences of the respondents toward Creative
Math Games and Direct Instruction. Respondents were asked to give ratings on a scale of 1 to 4 for the different
statements and the data were analyzed through descriptive analysis. According to Creswell (2008), descriptive
analysis involves representing data as means, mode, and median. The spread of scores as variance, standard
deviation, and range, or comparison of how one score relates to all others as z scores, percentile rank. To ensure its
validity, the instrument underwent face validity among experts in the field of early childhood education and
research.
The arbitrary scale below was employed by the researchers:

Rating Scale Interpretation

3.26- 4.00 Strongly agree

2.51- 3.25 Agree
1.76- 2.50 Disagree
1.00- 1.75 Strongly disagree

The researchers followed a set of procedures in data collection as follows: 1.) The researchers asked for
permission from the school principal and teachers to conduct the study. 2.) A pre-test assessment was conducted to
assess the baseline numeracy skills of the respondents. 3.) The respondents were divided into two groups: the
control group and the experimental group. 4.) Teaching sessions commenced simultaneously for both groups, lasting
for eight days, one to two hours each day. 5.) After the teaching sessions, an evaluation was conducted using a post-
test to assess its effect on learners. 6.) The researchers visited each learner’s house to gather feedback on their
preferences regarding the instructional method through a checklist. 7.) Upon completing these procedures, the
researchers gathered and compiled the collected data for analysis and interpretation.

RESULTS AND DISCUSSION

This chapter presents the results and discussions derived from the findings of the study, including relevant
statistical data addressing the research questions.
The study examined several aspects: assessing the experimental group's preference for creative math games,
understanding the control group's inclination towards direct instruction, and comparing the competence levels
between these groups. Pupil-respondents' preferences for creative math games versus direct instruction were
evaluated using a scale provided below:

RANGE OF INTERPRETATION DESCRIPTIVE RATING

1.00-1.75 Strongly Disagree (SD)
1.76-2.5 Disagree (D)
2.6-3.25 Agree (A)
3.26-4.00 Strongly Agree (SA)

Research Question 1
What are the preferences of the experimental group respondents toward Creative Math Games?

Table 1. The preferences of the experimental group respondents toward creative math games
INDICATORS 4 3 2 1 MEAN DESCRIPTIVE
RATING
I learned addition and subtraction better through games. 2 2 0 2 2.66667 A
(Mas natuto ako sa pagdaragdag at pagbabawas kung may
laro.)
I enjoy learning addition and subtraction more when 2 2 0 2 2.66667 A
there's a game involved.
(Nasisiyahan ako sa pag-aaral ng pagdaragdag at
pagbabawas kung may kasamang laro.)
 I prefer answering math problems in the games over 1 0 3 2 2.0 D
quizzes.
(Mas gusto kong mag-sagot ng math problems sa laro kaysa
sa quiz.)
I found it easier to answer addition and subtraction 2 2 0 2 2.66667 A
problems when there's a game involved.
(Nadalian ako ng pagsagot sa pagdaragdag at pagbabawas
na may kasamang laro.)
I prefer to join games when there are others participating. 4 2 0 0 3.666667 SA
(Mas gusto kong makilahok sa laro kapag may mga kasama.)
I prefer to participate in games when I'm alone. 0 0 2 4 1.333333 SD
(Mas gusto kong makilahok sa laro kapag mag-isa.)
OVERALL MEAN 2.50000016 D
6

Table 1 presents the weighted mean distribution of preferences among the experimental group respondents
regarding creative math games. Overall, the experimental group expressed a mean score of 2.50, categorized
descriptively as "disagree," indicating a general lack of preference for creative math games.
Specifically, respondents in the experimental group predominantly rated "strongly agree" for the statement " I
prefer to join games when there are others participating." with a mean of 3.66. They also gave a remark on the
following preferences as “agree” based on the respective mean of each item as follows: (1) I learned addition and
subtraction better through games (Ẍ=2.66); (2) I enjoy learning addition and subtraction more when there's a game
involved (Ẍ=2.66); and (3) I found it easier to answer addition and subtraction problems when there's a game involved
(Ẍ=2.66). Conversely, respondents disagreed with the statement “I prefer answering math problems in the games over
quizzes." recording a mean of 2.0. The lowest rating, indicating "strongly disagree," was given to the statement "I
prefer to participate in games when I'm alone." with a mean of 1.33.
These findings illustrate the diverse preferences among pupils regarding creative math games. Similar findings
were reported by Salsabila, Hapipi, & Lu’luilmaknun (2020d), highlighting that students perceive educational games as
learning tools in varying ways—some positively, finding motivation and enhanced engagement, while others struggle
with maintaining focus and understanding mathematical concepts. These findings parallel the present study's results,
highlighting both positive and negative preferences among pupil-respondents, ultimately leaning towards
disagreement overall.
This contrasts with the findings of Ergül and Dogan (2022), who noted a majority of the students preferred
the game-based teaching method when learning mathematics. Most of the students who made this choice stated that
they better understood mathematics through the games they played in the classroom. Almost all the students saw
mathematical games as beneficial for understanding their math lesson.
Given the variability in preferences for creative math games among pupils, it is crucial to consider these
preferences in mathematics education. Understanding what motivates students, whether through games or other
methods, significantly influences their engagement and learning outcomes.

Research Question 2
What are the preferences of the control group respondents toward Direct Instruction?

Table 2. The preferences of the control group respondents toward Direct Instruction
INDICATORS 4 3 2 1 MEAN DESCRIPTIVE
RATING
I learned addition and subtraction better without games. 3 3 0 0 3.5 SA
(Mas natuto ako sa pagdaragdag at pagbabawas kung walang
laro.)
I enjoyed learning addition and subtraction more without games. 1 4 0 1 2.833333 A
(Mas nasiyahan ako sa pag-aaral ng pagdaragdag at pagbabawas
na walang kasamang laro.)
I found it easier to answer addition and subtraction problems 2 4 0 0 3.333333 SA
without games.
(Nadalian ako ng pagsagot sa pagdaragdag at pagbabawas na
walang laro.)
I am more comfortable doing tasks alone. 1 2 3 0 2.666667 A
(Mas komportable akong magsagot ng mga gawain nang mag-
isa.)
I am more comfortable doing tasks with others. 2 3 0 1 3 A
(Mas komportable akong magsagot ng mga gawain nang may
kasama.)
OVERALL MEAN 3.066667 A

Table 2 presents the weighted mean distribution of the control group respondents regarding their preferences
toward Direct Instruction. The results reveal that the descriptive ratings “agree” and “disagree” were predominantly
observed. The researchers recorded an average mean of 3.07, with a descriptive rating of "agree," which indicates that
pupils in the control group are satisfied and exhibit a favorable preference towards direct instruction for learning
addition and subtraction. In detail, the respondents verified a level of “strongly agree” as regards their direct
instructional preferences in learning mathematics, as specified by the respective mean as follows: (1) I learned addition
and subtraction better without games [Ẍ=3.5], and (2) I found it easier to answer addition and subtraction problems
without games [Ẍ=3.33]. Respondents reflected that they only “agree” according to the recorded mean of the items as
follows: (1) I enjoyed learning addition and subtraction more without games [Ẍ=2.83]; (2) I am more comfortable doing
tasks alone [Ẍ=2.67]; and (3) I am more comfortable doing tasks with others [Ẍ=3]. These findings align with the study
by Ergul and Dogan (2022), which showed that some students (a total of 7) found conventional instruction methods
more effective than game-based methods when learning mathematics. The authors revealed that the reasons behind
this preference include the students' need for habitual learning processes that depend on an instructor at home or
school. Additionally, these individuals may have had difficulties quitting a well-established routine or may have been
hesitant to take active responsibility for their learning, as the games used in the study required them to do so.
Therefore, it is understandable that these students preferred conventional instruction methods as a more suitable
learning approach for their own learning style. This preference is also evident in the present study, wherein learners
from the control group favored direct instruction methods for learning addition and subtraction.

Research Question 3
Is there a significant difference in the level of competence in math of the respondents, as shown by the pretest and
posttest?

Table 3. Descriptive Statistics of Pre-Test Scores

GROUPS NUMBER MINIMUM MAXIMUM MEAN MEDIAN MODE STANDARD

DEVIATION

1.095445115
Control Group 6 6 9 7 7 7

6.666666667 1.556997888
Experimental 6 3 9 7 7
Group

The descriptive statistics of the pre-test scores for the control and experimental groups are outlined in Table
3. In the control group, scores ranged from a minimum of 6 to a maximum of 9, with a mean score of 7, indicating a
consistent level of performance. Both the median and mode scores were 7, reflecting a central tendency with minimal
deviation. The standard deviation of 1.10 for the control group suggests that scores are closely grouped around the
mean, implying low variability in performance.

Conversely, the experimental group displayed scores ranging from 3 to 9, with a mean score of approximately
6.67. Despite sharing the same maximum score as the control group, the experimental group showed a broader
spectrum of performance levels due to a lower minimum score. The median and mode scores of 7 in the experimental
group align with those of the control group, indicating a common peak performance level. However, the experimental
group exhibited a higher standard deviation of 1.56 compared to the control group. This increased standard deviation
signifies greater score variability, implying a wider spread of scores around the mean and more inconsistency within
the group.

In conclusion, the control group demonstrated more uniform performance, with scores tightly clustered
around the mean, while the experimental group exhibited a wider range of scores and increased variability, despite
both groups sharing the same most frequently occurring score.

Table 4. Descriptive Statistics of Post-test scores

 GROUPS NUMBER MINIMUM MAXIMUM MEAN MEDIAN MODE STANDARD DEVIATION

Control Group 6 3 10 5.5 5 3 2.738612788

Experimental 6 2 8 6 7.5 8 2.75680975

Group

Table 4 illustrates a comparative analysis between the control group and the experimental group based on
various statistical metrics. Each group comprises 6 participants. The Control Group's post-test scores range from 3 to
10, with a mean of 5.5. The median score is 5, and the mode is 3, indicating that 3 is the most frequently occurring
score. The standard deviation is 2.74, indicating a moderate dispersion of scores around the mean. In contrast, the
Experimental Group's post-test scores range from 2 to 8, with a slightly higher mean of 6. The median score is 7.5,
suggesting that half of the scores exceed 7.5, while the other half are below. The mode is 8, the most common score.
The standard deviation is marginally higher at 2.76, indicating a comparable dispersion of scores around the mean in
comparison to the control group.

In summary, the experimental group exhibits a higher central tendency (mean, median, and mode) than the
control group, indicating superior performance in the post-test. The similar standard deviations imply that the score
variability within each group is alike.

Table 5. Independent sample t-test (pre-test and post-test of both groups)

GROUPS TESTS MEAN STANDAR T-TEST DEGREES LEVEL CRITICAL REMARKS

D OF OF VALUE
DEVIATIO FREEDOM SIGNIFICANC
N E

Control Pre-test 7 1.10 Not significant

Group 0.49 10 0.05 2.23

Experimental Pre-test 6.67 1.56

Group

Control Post-test 5.5 2.74 Not significant

Group 0.76 10 0.05 2.23

Experimental Post-test 6 2.76

Group

The independent sample T-test outcomes comparing the pre and post-tests of both groups are detailed in
Table 5. Based on the result of the pre-test, the mean score for the control group was 7, whereas the experimental
group exhibited a mean score of 6.67. Following the intervention, the post-test scores were 5.5 for the control group
and 6 for the experimental group. Notably, the standard deviation for the control group's pre-test was 1.10,
contrasting with the experimental group's standard deviation of 1.56. Similarly, in the post-test phase, the control
group's standard deviation was 2.74, while the experimental group was 2.76.

The calculated T-test values for both groups were 0.49 and 0.76, with degrees of freedom set at 10 and a
significance level of 0.05. The critical value for both groups was determined to be 2.28. The t-test value is less than the
critical value, hence, the null hypothesis is accepted. Therefore, there is no statistically significant difference between
the experimental and control groups. In essence, our experiment did not yield results significantly distinct from the
control group's standard practices.

In contrast, in the research conducted by Balaaldia (2022), it was found that there was a notable distinction
between the pre-test and post-test performance of students using Math Creative Games as an intervention material in
teaching basic Mathematics. This significant difference was observed at a significance level of 0.05, suggesting that the
utilization of Math Creative Games led to substantial improvements in student performance from pre-test to post-test.

SUMMARY OF FINDINGS

Based on the data collected, the findings of this study are as follows: the grade 2 pupils' preference for
creative math games was rated at an average of 2.50, categorized as "disagree," suggesting that pupils generally did
not favor using creative math games as a method for learning mathematics. In contrast, the control group's preference
for direct instruction had an average mean of 3.07, categorized as "agree," indicating satisfaction and a favorable
preference for learning addition and subtraction through direct instruction without the inclusion of games. When
comparing the pre-test and post-test scores of the control and experimental groups in numeracy skills, results showed
varied progress, with some improvement and some decline in scores. Descriptive statistics revealed differences in
performance consistency between the groups, with the experimental group showing higher variability in scores
compared to the control group. The post-test analysis indicated that the experimental group had a higher central
tendency than the control group. However, the results of the independent sample T-test did not show a significant
difference between the performance of the experimental and control groups.

CONCLUSION

This study compared the pre-test and post-test scores of the control group with those of the experimental
groups. The results varied, with some learners showing improvement while others experienced a decline in their
scores. The independent sample T-test findings indicated no significant difference in performance between the
experimental and control groups. This aligns with the pupil-respondents' ratings, which suggested a general
disagreement on creative math games. Despite this, the average post-test scores were slightly higher by 0.5 for those
exposed to these games compared to those who received direct instruction. Moreover, the study highlighted a strong
preference for direct instruction among pupils when learning mathematical concepts such as addition and subtraction.
Most respondents expressed satisfaction with learning without games leading to increased class engagement.
However, their mathematical skills did not improve according to the post-test results, indicating that direct instruction
alone is ineffective in enhancing numeracy skills. In conclusion, the hypothesis stating that " There is no significant
difference between the effectiveness of direct instruction and creative math games in developing learners' numeracy
skills" was accepted. The alignment of the hypothesis with the results led to its acceptance.

RECOMMENDATIONS

Based on the study's results and conclusions, the following recommendations have been formulated:

1. It is recommended to carefully design and validate Creative Math Games according to pupils' competence levels and
preferences before implementation.
2. Further research into the integration of Creative Math Games is recommended. It is suggested that a sample size of
at least 30 participants be used to ensure sufficient availability, collection, and quality of research data. Additionally,
the experimental period should ideally span 10-12 weeks, as durations longer than 40 days are advised for achieving
statistical significance, as noted by Amplitude (n.d.).

REFERENCES

Adedigba, O. (2023). Enhancing numeracy instruction through games in pre-primary classrooms. Journal of Teaching
and Learning in Elementary Education, 6(1), 96. https://doi.org/10.33578/jtlee.v6i1.7984
Aguilar-Galsim, A. J. C., & Garin, R. M. (2018). The Use of Games in Teaching Grade One Mathematics. Journal of
Advanced Studies, 1(1)
Alanazi, H. M. N. (2020). The effects of active recreational math games on math anxiety and performance in primary
school children: an experimental study. Multidisciplinary Journal for Education, Social and Technological
Sciences, 7(1), 89. https://doi.org/10.4995/muse.2020.12622
Ali, S. R., & Mukhtar, F. (2017b). A case study of fun learning with numeracy of preschoolers. International Journal of
Early Childhood Education and Care/International Journal of Early Childhood Education and Care, 6, 51–58.
https://doi.org/10.37134/saecj.vol6.6.2017
Balaaldia, M. C. T. (2022). Math Creative Games: An Intervention Material in Teaching Basic Mathematics.
International Journal of Research Publications, 103(1). https://doi.org/10.47119/ijrp1001031620223456
Bieg, M., Goetz, T., Sticca, F., Brunner, E., Becker, E., Morger, V., & Hubbard, K. (2017c). Teaching methods and their
impact on students’ emotions in mathematics: an experience-sampling approach. ZDM, 49(3), 411–422.
https://doi.org/10.1007/s11858-017-0840-1
Cheva, G., Makamure, C., & Jojo, Z. (2023b). An exploration of grade 2 learners’ experiences in solving addition and
subtraction word problems. International Journal of Trends in Mathematics Education Research, 6(3), 220–
230. https://doi.org/10.33122/ijtmer.v6i3.214
Cohrssen, C., Church, A., & Tayler, C. (2016b). Play-Based Mathematics activities as a resource for changing educator
attitudes and practice. SAGE Open, 6(2), 215824401664901. https://doi.org/10.1177/2158244016649010
De Chambrier, A., Baye, A., Tinnes-Vigne, M., Tazouti, Y., Vlassis, J., Poncelet, D., Giauque, N., Fagnant, A.,
Luxembourger, C., Auquière, A., Kerger, S., & Dierendonck, C. (2021). Enhancing children’s numerical skills
through a play-based intervention at kindergarten and at home: a quasi-experimental study. Early Childhood
Research Quarterly, 54, 164–178. https://doi.org/10.1016/j.ecresq.2020.09.003
Doğan, Z., & Sönmez, D. (2019). The Effect of Using Mathematical Games on Primary School 4th Grade Students’
Attitudes towards Mathematics Course and Their Visual Metaphorical Perceptions. Journal of Education and
E-learning Research, 6(2), 52–60. https://doi.org/10.20448/journal.509.2019.62.52.60
Education Scotland. (2019). Curriculum for Excellence. The Scottish Government, Edinburgh.
http://www.gov.scot/resource/doc/226155/0061245.pdf
Ergül, E., & Dogan, M. (2022). Using Game-Based Learning In Place Value Teaching in Primary School: A Mixed-Method
Study. International Journal of Progressive Education, 18(5), 1–17. https://doi.org/10.29329/ijpe.2022.467.1
Firdaus, M. F., Wahyudin, N., & Tatang, H. (2017b). Improving primary students mathematical literacy through
problem based learning and direct instruction. Educational Research and Reviews, 12(4), 212–219.
https://doi.org/10.5897/err2016.3072
Gasteiger, H., & Moeller, K. (2021). Fostering early numerical competencies by playing conventional board games.
Journal of Experimental Child Psychology, 204, 105060. https://doi.org/10.1016/j.jecp.2020.105060
Igarashi, T., & Suryadarma, D. (2023). Foundational mathematics and reading skills of Filipino students over a
generation. International Journal of Educational Development, 96, 102688.
https://doi.org/10.1016/j.ijedudev.2022.102688
Ireniza, C., & Subayani, N. W. (2023). Analysis of Mathematics learning Difficulties in addition and subtraction material
in Class II of SD Negeri 1 Ngumpul. Pedagogia, 13(1), 106–119.
https://doi.org/10.21070/pedagogia.v13i1.1644
Miller, T. (2018b). Developing numeracy skills using interactive technology in a play-based learning environment.
International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0135-2
Mirawati, N. (2017). Creative Mathematical Games: the enhancement of number sense of kindergarten children
through fun activities. Journal of Physics. Conference Series, 812, 012114. https://doi.org/10.1088/1742-
6596/812/1/012114
Murtagh, E. M., Sawalma, J., & Martin, R. (2022b). Playful maths! The influence of play-based learning on academic
performance of Palestinian primary school children. Educational Research for Policy and Practice, 21(3), 407–
426. https://doi.org/10.1007/s10671-022-09312-5
Nguyen, H. A., Guo, Y., Stamper, J., & McLaren, B. M. (2020). Improving Students’ Problem-Solving flexibility in non-
routine mathematics. In Lecture notes in computer science (pp. 409–413). https://doi.org/10.1007/978-3-030-
52240-7_74
Ofsted. (2018). Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools.
https://assets.publishing.service.gov.uk/media/5a82d03040f0b6230269cd73/ 28933_Ofsted_-
_Early_Years_Curriculum_Report_-_Accessible.pdf
Ompok, C. S. @ C. C., Mei Teng, L., & Sapirai, J. (2021). Effect of games towards children‟s mathematics performance.
Southeast Asia Early Childhood Journal, 10(1), 1-17. https://doi.org/10.37134/saecj.vol10.1.1.2021
Pan, Y., Ke, F., & Xu, X. (2022). A systematic review of the role of learning games in fostering mathematics education in
K-12 settings. Educational Research Review, 36, 100448. https://doi.org/10.1016/j.edurev.2022.100448
Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2022). Teaching early mathematical skills to 3- to 7-
Year-Old children — differences related to mathematical skill category, children’s age group and teachers’
characteristics. International Journal of Science and Mathematical Education/International Journal of Science
and Mathematics Education, 21(7), 1961–1983. https://doi.org/10.1007/s10763-022-10341-y
Pitogo, S. D., & Oco, R. M. (2023). Pupils’ numeracy skills and mathematics performance. International Journal of
Multidisciplinary Research and Publications (IJMRAP), 6(2), 333-340.
Ramani, G. B., & Scalise, N. R. (2020). It’s more than just fun and games: Play-based mathematics activities for Head
Start families. Early Childhood Research Quarterly, 50, 78–89. https://doi.org/10.1016/j.ecresq.2018.07.011
Salsabila, N. H., Hapipi, H., & Lu’luilmaknun, U. (2020c). Students’ perceptions towards educational Games Learning
media in mathematics. Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS
2019). https://doi.org/10.2991/assehr.k.200827.033
Sidik, G. S., Suryadi, D., & Turmudi, T. (2021). Learning Obstacle on addition and Subtraction of Primary school
students: Analysis of Algebraic Thinking. Education Research International, 2021, 1–10.
https://doi.org/10.1155/2021/5935179
Singh, P., Hoon, T. S., Nasir, A. M., Ramly, A. M., Rasid, S. M., & Meng, C. C. (2021). Card game as a pedagogical tool for
numeracy skills development. International Journal of Evaluation and Research in Education, 10(2), 693.
https://doi.org/10.11591/ijere.v10i2.20722
Skillen, J., Berner, V., & Seitz-Stein, K. (2017). The rule counts! Acquisition of mathematical competencies with a
number board game. the Journal of Educational Research/Journal of Educational Research, 111(5), 554–563.
https://doi.org/10.1080/00220671.2017.1313187
United Nations Relief and Works Agency (2017). The Teacher's Role in Promoting Literacy and Numeracy. Near East.
https://www.unrwa.org/sites/default/files/teachers_role_in_promoting_literacy_and_numeracy.pdf
Van De Walle, J., Karp, K., Bay-Williams, J. M., Brass, A., Bentley, B., Ferguson, S., Goff, W., Livy, S., Marshman, M.,
Martin, D., Pearn, C., Prodromou, T., Symons, D., & Wilkie, K. (2019). Primary and middle years Mathematics:
Teaching developmentally. https://research.monash.edu/en/publications/primary-and-middle-years-
mathematics-teaching-developmentally
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play – pedagogy and learning
outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589–
603. https://doi.org/10.1080/1350293x.2018.1487160
White, K., & McCoy, L. P. (2019). Effects of Game-Based Learning on Attitude and Achievement in Elementary
Mathematics. Networks, 21(1), 1–17. https://doi.org/10.4148/2470-6353.1259
Zippert, E. L., Eason, S. H., Marshall, S., & Ramani, G. B. (2019). Preschool children’s math exploration during play with
peers. Journal of Applied Developmental Psychology, 65, 101072.
https://doi.org/10.1016/j.appdev.2019.101072