Teaching Mathematics with Non-Digital Tools - A Case Study with Elementary School Students Using Poly-Universe Game

Oct 15, 2026

Uploaded by Putri

Teachers in kindergarten, primary, and secondary schools use hands-on manipulatives to help students grasp concepts across numbers and operations, geometry, algebra, measurement, data analysis, and probability. Such tools and interactive games support mathematical understanding by helping learners build, reinforce, and connect representations. The research introduced the Poly-Universe game family to grades I–VI, mathematically gifted students, and primary teachers, using action research to study problem-solving and problem-posing. Findings show improved attitudes and versatile use across development, language, math, and art, with engaging, confidence-building scenarios.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Educational games and game-based learning

Evidence from prior research

Gap and motivation for non-digital games

TEACHING MATHEMATICS WITH NON-DIGITAL TOOLS: A CASE STUDY WITH ELEMENTARY SCHOOL STUDENTS USING POLY-UNIVERSE GAME Edith DEBRENTI, Hajnal Annamária BELLA Abstract: Teachers in kindergarten, primary, and secondary schools use hands-on manipulatives to help students grasp concepts in areas such as numbers, operations, geometry, algebra, measurement, data analysis, and probability. These manipulatives and interactive games are essential for fostering mathematical understanding, enabling students to build, reinforce, and connect different representations of mathematical ideas. Skillfully incorporating manipulatives in lessons has significant potential to enhance students' learning in mathematics. A key objective of our research was to introduce the Poly-Universe game family to students in grades I to VI, mathematically gifted high school students, and primary teachers. By familiarizing participants with the game's basic shapes, sizes, colors, and various applications, we aimed to investigate students' problem-solving and problem-posing abilities through action research—beginning with methodological examples and progressing to games and ideas they developed themselves. Our observations revealed that students who engaged in problem-solving activities showed a positive shift in their attitude toward learning mathematics. We also found that the Poly-Universe kit could be effectively integrated into personal development, language, math, and art classes, making it a versatile tool adaptable to nearly any classroom. The play set encouraged creative thinking through hands-on activities and challenging scenarios, making learning enjoyable and confidence-boosting for students of all ages. From a teacher's perspective, we believe these tools are invaluable, as they allow every student to create and experience moments of success. Key words: Primary education, mathematics education, educational games, gamification, gamebased learning, non-digital gamification, Poly-Universe game family, STEAM education, interdisciplinarity 1. Introduction Zeng et al. (2020, 187.) consider that “educational games are games designed and developedfor specific educational and teaching objectives, which stimulate learners' motivation and participation by combining education and gameplay and helps to achieve the educational goal by allowing earners to achieve their stated learning goals in a pleasant experience”. Integrating educational games into the teaching and learning process has demonstrated encouraging outcomes at all levels of education. Games can effectively teach various mathematical concepts (Dienes, 1967) . The use of tangible objects is crucial for grasping new ideas (Oláhné Téglási, 2023) . Manipulatives and games are vital tools for improving mathematical comprehension, enabling students to create, reinforce, and connect different representations of mathematical ideas. High-quality games offer learners flexibility and independence, making them particularly advantageous. These games are crafted to align with cognitive and mathematical frameworks, facilitating the integration of diverse types and levels of knowledge (Debrenti, 2024a) . Game-based learning (GBL) involves utilizing games for educational purposes to enhance users’knowledge and experiences. A key benefit of these educational games is their emphasis on fostering essential life skills in children, such as problem-solving and critical thinking. GBL creates opportunities for experiential learning, allowing learners to acquire knowledge and experience through interactive and engaging gameplay. The study of non-digital mathematical games has become a growing area of research on a global scale. In previous research Debrenti (2024b) found that students demonstrated better solutions with non-digital games, than with their digital counterparts. Talan et al. (2020) conducted a meta-analysis of 180 effect size comparisons derived from 154 empirical studies examining the impact of both

FAQs

What is the purpose of using non-digital manipulatives and games in mathematics education?

They help students grasp mathematical concepts and support learning by enabling learners to build, reinforce, and connect different representations.

What was the key objective of the study using the Poly-Universe game family?

To introduce the Poly-Universe game family to students (grades I–VI), mathematically gifted high school students, and primary teachers, then investigate problem-solving and problem-posing abilities through action research.

What outcomes were observed after students engaged with problem-solving activities?

Students showed a positive shift in their attitude toward learning mathematics, and the Poly-Universe kit could be integrated effectively across multiple classroom subjects.

Oct 15, 2026

Uploaded by Putri