ABSTRACT
One of the main ideas underpinning this chapter is that mathematics itself is a game. As in all games there is a set of agreed rules, such as 1 + 1 = 2 and that division is the inverse of multiplication; unlike most games, however, the objectives can seem rather obscure. Teachers sometimes try to rationalise mundane topics like percentages by suggesting that they are preparing their pupils for life in the outside world. Anyone who has ever tried this in a classroom will be aware of how badly this can backfire. Most shops do not expect customers to work out their own discounts and most workplaces do not require staff to calculate their own tax. The last refuge for a desperate teacher in search of a purpose is the ‘it’s in the GCSE’ ploy. Although this can be effective in the short term it is ultimately self-defeating as it simply reinforces the suspicion among many pupils that the purpose of maths is to provide content for examinations. However, there is another, simpler purpose for all games: the participants should have fun playing them. The games described below have proved themselves in a range of different classroom settings to be engaging and enjoyable for learners.
