EXPLORING THE PEDAGOGICAL EFFECTS OF USING A MATHEMATICAL GAME TO AID INSTRUCTION

This paper explores the pedagogical effects of using "Nkabom", a mathematical game to enhance children's mathematics understanding. The design for the study was a qualitative design, using five (5) participants. Out of these participants, four (4) were pupils of a public elementary school in the central region of Ghana, while the fifth participant, their class teacher, looked on to facilitate the process and to validate the sums pupils arrived at. Data were gathered from teacher's questions and pupils' responses. The teacher further probed pupils' responses to clarify inconsistencies that arose from the initial data. The results indicated that most of the pupils were vigilant, confident and careful when playing the game. While some pupils played with speed and precision and adhered strictly to rules, others applied concepts they have learnt in school to enable them maneuver throughout the game. Generally, they all demonstrated ownership of their responsibilities and played the game with honesty. The paper concludes that pupils should be motivated to play games among themselves in schools and communities, to enable them play games to build community and relationship among pupils and teachers. When pupils play games, they do not only provide opportunities for pupils to develop mathematically, but they also encourage pupils to learn social skills such as listening to others and working as a team. But, to achieve these benefits, teachers should monitor the frequency of use of such games as pedagogical tools to replace every conceivable teaching method.