ABSTRACT
Young learners learn to find solutions to problems through self-regulatory activities, such as playing self-regulated game. This can be implemented in mathematical learning activities as it allows the young learners to play while studying as well as learning independently. This study aims to determine the effect of inquiry-discovery learning and games on basic mathematical skills. The study employs quasi-experimental method. The expected outcome of the study includes the identification of games that allow young learners to be active, critical, and creative in learning, determination of game condition, and selection of learning and gaming experiences. Specifically, the study is expected to identify the appropriate learning strategy and game for young learners to learn basic mathematical skills.
