Efficacy of teaching mathematics with method of didactical games in a–didactic situation

This article is describing continuance and results of research on efficacy of mathematics' teaching by the method of didactical games in a-didactic situation. Usage of didactical games is part of many modern theories of education (Progressivism (J. Dewey), Waldorf Education (R. Steiner), GFEN (Groupe Francais d'éducation nouvelle), etc.). Also many psychologists stated importance of games for children's development (Groos, Volpicelli, Piaget, Bärbel, etc.). So the question about efficacy of teaching with usage of didactical games is actual and essential. Author has been trying to check potential contributions of didactical games for the teaching of mathematics. The research was realized by the experimental approach. Efficacy of teaching mathematics with method of didactical games was inquired in real teaching conditions of common school classes. Results of experiment were evaluated by statistical analyse, in the concrete by parametrical t-test of two sets of data. By this statistical evaluation we tried to verify hypothesis of experiment. This hypothesis assumed that teaching of mathematics with using of didactical games will be more effective as that without them, because active, playful and motivational elements included in games will develop abilities and motivation of pupils. In generally we can say that the hypothesis appeared to be true. In this article the reader will find more about progress of research and about influences of games on teaching process.