Most Classroom Math Games Aren’t Really Games (And How to Fix It)
Math games are a classroom favourite. They boost engagement, bring energy to lessons, and can transform maths practice into something students genuinely look forward to.
But according to maths education researcher James Russo, not all math games are created equal.
In this episode of Rainbow Skies for Teachers, James shared a fascinating insight that challenged the way many of us think about classroom games. The truth is that some activities we call “math games” are actually just worksheets in disguise.
So how can you tell the difference? More importantly, how can you create math games that promote deep thinking, meaningful discussion, and genuine mathematical understanding?
The Problem with Many Classroom Math Games
Think about a typical classroom game.
Students roll a dice, answer a maths question, move a counter, or collect points. It feels more engaging than a worksheet, but is it really functioning as a game?
James explained that many classroom activities fall into the category of gamification rather than true game-based learning.
Gamification simply adds game elements to an existing task. The maths content itself is not actually connected to the decisions students make during play.
For example, imagine students playing Snakes and Ladders. Every time they land on a ladder, they answer a maths question correctly to climb. If they land on a snake, they answer a question to avoid sliding down.
While this may increase motivation, the maths is separate from the game. You could easily replace the maths questions with spelling words, geography facts, or science vocabulary and the game would function exactly the same way.
That is gamification.
A true maths game is different.
What Makes a Great Math Game?
According to James, one key ingredient separates rich math games from gamified worksheets:
Meaningful Choice
Students need to make genuine decisions that connect directly to the mathematical learning goal. The choices they make should influence the outcome of the game, and those choices should require mathematical thinking.
For example, imagine an order of operations activity.
A gamified version might involve rolling dice and placing the numbers into a number sentence in a fixed order.
A richer game would allow students to decide where each rolled number should be placed. Their decisions influence the final answer and help them work towards a goal, such as getting as close as possible to 50.
Now students are making strategic choices. They are thinking mathematically. They are engaging with the concept, not simply completing a task.
That small change transforms the activity into a much richer learning experience.
Three Ingredients of Powerful Math Games
When James described his ideal maths game, he highlighted three important elements.
1. Choice That Aligns With the Learning Goal
The strategic decisions students make should require them to use the exact maths skills you want them to develop. The game should not distract from the learning. It should reinforce it.
2. A Useful Mathematical Representation
Great math games often use mathematical models and representations such as:
- Number lines
- Arrays
- Number sentences
- Grids
- Grouping models
These representations help students visualise mathematical concepts and deepen understanding while they play.
3. Opportunities for Discussion and Reflection
The best math games encourage students to explain their thinking.
Students should have opportunities to:
- Discuss strategies
- Justify decisions
- Compare approaches
- Reflect on outcomes
These conversations are often where the richest learning happens.
The Biggest Mistake Teachers Make with Math Games
One of the most valuable takeaways from the episode was this:
Do not get so focused on the game that you forget about the mathematics.
It can be easy to spend lesson time talking about who is winning, who is losing, or whether students understand the rules. Instead, James encourages teachers to continually bring conversations back to the mathematical learning focus.
Ask questions like:
- Why did you make that choice?
- What strategy are you using?
- Why does that method work?
- Could there be another way?
Good maths teachers ask good questions. Great math games create opportunities for those questions to happen naturally.
How to Use Math Games More Effectively
Many teachers assume they need to explicitly teach everything before introducing a game. James suggests a slightly different approach.
First, teach students how the game works. Allow them to play for a few minutes and become familiar with the structure.
Then pause.
Use what has emerged during gameplay as a springboard for discussion and explicit teaching.
Because students are already invested in the game, they are often more receptive to exploring the mathematics behind it.
This creates a powerful cycle: Play. Pause. Discuss. Reflect. Play again. The result is deeper engagement and stronger mathematical thinking.
What About Competition?
Competition is often one of the most debated aspects of classroom math games. Is it helping learning, or simply boosting engagement?
James believes competition can be useful when managed carefully. One strategy he loves is the “Beat the Teacher” approach.
Instead of students competing directly against one another, the class works towards beating the teacher’s score.
This keeps the excitement of competition while allowing the teacher to steer discussions back towards mathematical reasoning and strategy.
Another effective option is pairing students together. Working in teams encourages collaboration, communication, and shared problem-solving while still maintaining the excitement of gameplay.
The Teacher Matters More Than the Game
Perhaps the most powerful message from the episode had nothing to do with math games at all. James reminded us that the teacher is the most important person in the classroom.
If a teacher enjoys a game, their enthusiasm becomes contagious.
If a teacher is curious, engaged, and excited, students are more likely to be curious, engaged, and excited too.
That means choosing math games that you genuinely enjoy teaching.
If a game falls flat, that’s okay. Set it aside and try something else. The goal is not perfection. The goal is creating meaningful mathematical experiences that energise both students and teachers.
Final Thoughts
The next time you introduce math games into your classroom, ask yourself one simple question:
Are students making meaningful mathematical choices?
If the answer is yes, you’re probably creating opportunities for deeper thinking, stronger reasoning, and richer learning. And if your students are begging to play again tomorrow? That’s a pretty good sign you’re onto a winner.
As James Russo reminds us, great math games are not just about fun. They are about creating classrooms where curiosity thrives, mathematical thinking flourishes, and both teachers and students feel energised by the learning happening around them.
Resources mentioned in this episode:
James’s free math games: surfmaths.com/games
Email James: james.russo@monash.edu
Rainbow Sky Creations UNO Math games
About Today’s Guest
James Russo is a mathematics education researcher and teacher educator with a strong interest in how mathematical games support meaningful learning in classrooms. He’s a Senior Lecturer in Mathematics Education at Monash University and spends a lot of time in primary classrooms working alongside teachers, trying out ideas, tinkering with tasks and games, and exploring how small design choices shape students’ mathematical thinking. James has written extensively for teacher audiences and is a former editor of Australian Primary Mathematics Classroom and Prime Number. He’s known for hands-on, classroom-focused presentations drawn straight from everyday teaching practice.
About the Podcaster: Ashleigh Smith
Ashleigh Smith is an experienced primary educator, former school leader and Co-Founder of Rainbow Sky Creations. With almost 20 years in education, Ashleigh has taught in Australia and internationally in Dubai, UAE. Today, she draws on her classroom and leadership experience to create practical, engaging resources that save teachers time and make learning meaningful and fun. A passionate cheerleader for teachers, Ashleigh is all about helping educators work smarter, not harder. She also co-hosts the Rainbow Skies for Teachers podcast, sharing practical ideas, strategies and encouragement with primary teachers around the world. Connect with her on Instagram or LinkedIn.
