The Affective Experiences of Upper Elementary Students When Playing Card and Dice Games Intended to Develop Arithmetic Fluency

Mathematics is a source of difficulty for many students, and negative experiences often contribute to math anxiety, which can hinder learning and achievement. Declining mathematics performance in Alberta and internationally underscores the need to better understand the affective factors that influence students’ engagement with mathematics. Inquiry-based card and dice games provide opportunities for students to collaborate, receive immediate feedback, and develop mathematical understanding through meaningful problem solving rather than rote memorization. This study explored students’ experiences with two inquiry-based games, Sweet Sixteen and Tick Tock Roll A Clock, to examine how gameplay influenced their mathematical understanding, confidence, enjoyment, and perceptions of mathematics as part of a more humane approach to mathematics instruction. The study addressed two research questions: (1) What are the experiences of upper elementary students when playing Sweet Sixteen and Tick Tock Roll A Clock to develop basic fact fluency? and (2) How do students perceive their changing attitudes toward mathematics after playing these games? Participants were 28 Grade 4 students from two schools in western Canada representing contrasting socioeconomic contexts. Students were interviewed before, during, and after a two-month gaming intervention and created drawings illustrating their feelings about mathematics before and after gameplay. These multiple data sources provided insight into students’ evolving affective experiences and perceptions. The findings revealed diverse experiences with mathematical gaming. While most students reported enjoying the games and perceived increased confidence, understanding, and enjoyment of mathematics, some continued to prefer traditional instructional approaches such as worksheets. The study also demonstrated that students’ perceptions of their mathematical abilities developed through ongoing experiences of success, challenge, collaboration, and reflection during gameplay. By foregrounding students’ voices through a longitudinal design, this research contributes to a deeper understanding of the relationship between affect and mathematics learning. The findings suggest that game-based learning can support positive affective engagement alongside the development of mathematical fluency, providing insights that may inform more responsive and supportive approaches to elementary mathematics instruction.