Conceptions of in-service and pre-service teachers regarding the use of some educational mathematics games

Educators have divergent opinions regarding the use of educational games in the classroom. This study aimed to investigate how in-service and pre-service teachers conceive educational mathematics games. With a qualitative approach, the research analyzed data from the extension course “Teaching Elementary School Mathematics Through Free Online Games,” in which 38 participants explored mathematical games and participated in activities. The content analysis revealed four categories that discuss the inclusion of games in teaching, their positive and negative points, and their pedagogical possibilities. The results indicate that games encourage cooperation and aid learning, but participants point out challenges to their implementation, such as the lack of mobile devices and Internet access in schools.