Where Cultural Games Count: The Voices of Primary Classroom Teachers

Abstract

This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the interviews. Results indicated that although cultural games count as instructional tools in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based pedagogical know-how. The study recommended looking into the classroom for a complete understanding of the values and challenges of integrating games in teaching and learning mathematics.