Teaching mathematics with non-digital tools: a case study with elementary school students using Poly-Universe game

Abstract

Teachers in kindergarten, primary, and secondary schools use hands-on manipulatives to help students grasp concepts in areas such as numbers, operations, geometry, algebra, measurement, data analysis, and probability. These manipulatives and interactive games are essential for fostering mathematical understanding, enabling students to build, reinforce, and connect different representations of mathematical ideas. Skillfully incorporating manipulatives in lessons has significant potential to enhance students' learning in mathematics. A key objective of our research was to introduce the Poly-Universe game family to students in grades I to VI, mathematically gifted high school students, and primary teachers. By familiarizing participants with the game's basic shapes, sizes, colors, and various applications, we aimed to investigate students' problem-solving and problem-posing abilities through action research—beginning with methodological examples and progressing to games and ideas they developed themselves. Our observations revealed that students who engaged in problem-solving activities showed a positive shift in their attitude toward learning mathematics. We also found that the Poly-Universe kit could be effectively integrated into personal development, language, math, and art classes, making it a versatile tool adaptable to nearly any classroom. The play set encouraged creative thinking through hands-on activities and challenging scenarios, making learning enjoyable and confidence-boosting for students of all ages. From a teacher's perspective, we believe these tools are invaluable, as they allow every student to create and experience moments of success.