Learning Through Play: Teacher Educators’ Reflections on Supporting Game-Based Mathematics Education

This study presents a collaborative autoethnography conducted by two mathematics teacher educators to present their shared experiences while designing and implementing a game-based learning initiative in two neighboring public schools in Abu Dhabi. Drawing on Vygotskian theories of play, game-based learning pedagogy, and teacher professional development literature, the program introduced mathematics educational games to eight in-service primary school teachers, following a three-phase structure to game-based learning: pre-game activity, gameplay, and post-game activity. The teachers adapted the games and used them with their students, which is followed by a collaborative reflection. The researchers kept reflective journals for capturing personal experiences, fostering introspection, and facilitating the co-construction of meaning through collaborative data analysis. Findings highlight the emergence of a game-based pedagogy shaped by six factors that supported teachers’ mathematics knowledge for teaching and instructional practices, as well as students’ conceptual learning of mathematics and engagement. The initial professional development model has been revised to include more teacher ownership and reflection. This study contributes to the growing body of literature on teacher professional development in game-based learning, sharing a practical framework for integrating games into instruction.