Abstract:

Most of the students in schools have a low success rate for physical or environmental reasons. Mathematics is one of the lessons that students have to do. In order to improve student success, the use of different methods other than traditional teaching methods constitutes an obligation in teaching. Educating thinking individuals is the main objective of education.

The purpose of this article is to explain the history and ways of playing the intelligence games, to show the teachers’ views of the intelligence games and to present a common view on the fact that intelligence games will be more successful in the university exam by applying to high school students. In this study, nine teachers were interviewed in the pilot school. The teachers answered 10 questions in a deep-interview way. The results of the data collected were described and decrypted. The information obtained by creating specific topics and sub-topics is divided by the coding technique. The common points and/or differences of the data provided as a result of a deep discussion with this division have been determined.

The general view of teachers is that the adaptation of mind games to mathematics courses will enhance the students’ mental conducting skills and the exam success. Again, the participating teachers pointed out that the teaching of mind games as a selective course in schools will be effective in the issues of problematic drawing, analytical intelligence, mental execution, original thinking. They believe that the creation of fields related to mental games in schools will prevent the formation of disciplinary events, reduce the tendency to harmful habits and enhance social relationships.

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