ABSTRACT
This chapter is based on work with the Primary Mathematics Project, led by Professor Richard Skemp at Warwick University. It focuses on one aspect of the project; the inclusion of games in a mathematics curriculum for young children. An attempted rationale for the use of games for fostering mathematical learning is followed by more detailed accounts of the mathematical processes that children use, and how these may be encouraged through games. Finally, games are considered as a means of assessing children’s learning, and understanding their thinking strategies.
