Abstract:

Learning mathematics is a difficult lesson from both learning and teaching points of view. Therefore, students develop a negative attitude toward mathematics, as well as experience anxiety and fear. Teachers, on the other hand, use variations in methods, techniques, and materials to make mathematics lessons understandable and enjoyable. One of these variations is play. The perceptions of teachers about the method, technique, or material they use are important to the point where they consciously use that method or material. Thus, the aim of the research is to determine the perceptions of class teachers about mathematical games. The research was conducted in the phenomenological model of the qualitative approach. The group consists of 55 class teachers. The research data is collected using the form created by the researcher. The data obtained as part of the research was analyzed using the content analysis method. Primary school teachers have been identified as having positive perceptions about mathematical play and showing diversity. In the categories developed with regard to the concept of mathematical games, the most educational aspects of maths games have been highlighted. In addition, it is also referred to as the characteristics of being a special game, being a skill developer, being an integrator.

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