Abstract:

The aim of this research is to study the views of high school math teachers on the use of educational math games (EMO) in math teaching. The research has been used in the field of phenomenology (phenomenology). The work group was determined by the maximum diversity of the sample methods for the purpose and formed 15 high school math teachers who worked in different schools in the Osmaniye province during the 2017-2018 educational teaching period and were volunteers to participate in the research in different degrees. The study used a semi-configured conversation form consisting of 11 questions as a data collection tool. The analysis and interpretation of the data is done through content analysis. The research shows that high school mathematics teachers believe that educational mathematics games are effective in achieving achievements in the high school mathematics teaching program. Participants also pointed out that the use of EMOs in math lessons is necessary and effective, that it will reduce predictions against mathematics and thus save mathematics lessons from abstraction and make them more concrete and fun. However, teachers have some difficulties during class-in-class practices (the difficulty of class management, the time of games, the difficulty of preparing games for each win, the difficulty of using them in crowded classes, etc.) They said they met. At the end of the study, there were recommendations for the solution of these problems.

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