Children’s Games and Games for Children

Abstract

This article examines the mathematical activity of five-year-old Liam to explore the difference between the mathematics games designed for children and the children's games that emerge through playful activity. We propose that this distinction is a salient one for teachers observing mathematical play for evidence of mathematical sense making.

Regarding the digitalization of the cognitive gaming space of educational institutions

“…Modern equipment should be placed in accordance with their functional characteristics, taking into account the type of play work. Most toys should have polyfunctionality, thus, it will promote imagination, creativity, and creative thinking in children (Banting & Williams, 2020). At the same time, the cognitive play space should all accommodate new and novel equipment, which will promote children's critical and cognitive development.…”