Abstract:

In this study, it was aimed to determine the opinions of classroom teachers about teaching mathematics with games and the frequency of using games in teaching mathematics. The research was carried out with the general survey model, which is a quantitative research model. The population of the research consisted of a total of 2934 classroom teachers working in primary schools in Eskişehir Province, Odunpazarı and Tepebaşı districts in the 2020-2021 Academic Year. The sample of the study consisted of 359 classroom teachers working in primary schools in Eskişehir Province, Odunpazarı and Tepebaşı districts in the 2020-2021 academic year. The "Classroom Teachers' Views on Teaching Mathematics with Game" scale developed by the researcher was used to collect data. Frequency, arithmetic mean, Cronbach Alpha test, Explanatory Factor Analysis, Confirmatory Factor Analysis, Independent Sample t-test, One-Way Analysis of Variance, Dependent Sample t-test, LSD, and Tukey tests were used in the analysis of the data. The data were analyzed using the SPSS package program. According to the results obtained, primary school teachers stated that teaching mathematics with gamification has an impact on the mathematics education process, contributes to student-centered education, facilitates teaching, and makes it interesting. However, it was concluded that they had difficulties in finding the games and materials to be utilized in the mathematics teaching process and they preferred more ready-made materials in teaching. It has been observed that primary school teachers rarely use traditional games in their mathematics teaching, and the range they use for modern games is from never to seldom. In addition, it has been determined that they use traditional games more frequently than modern games.

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