Games in mathematics

Jedna od zadaća suvremenog nastavnika matematike je zainteresirati učenike za matematiku, učiniti nastavu što zanimljivijom i „bližom“ učenicima. Stoga nastavnici traže nove načine kako bi gradivo približili njihovom uzrastu i prikazali ga primjenjivim u stvarnom životu. To se može postići korištenjem igara u nastavi matematike. Kroz igru pojedinac razvija različite razvojne aspekte: kognitivni, socijalno emocionalni, psihomotorni i razvoj govora. Igranje na nastavi olakšava svladavanje gradiva na učenicima blizak način. Korištenje igara ima mnogo više prednosti nego nedostataka; npr. postiže se veća koncentracija, aktivnost i motivacija te razvija samopouzdanje. Za svaku igru je bitno znati koji je cilj njene primjene u nastavi, ali i koji su ishodi učenja. Ovisno o tome što želimo postići uvođenjem igre u nastavu možemo ju primijeniti u svim dijelovima nastavnog sata. Neke od igara su navedene u ovom radu i primijenjene na određene nastavne jedinice te su detaljno raspisana pravila i način provođenja igre.One of the important challenges of the contemporary teacher of mathematics is to rise up the interest for the math and make the class more stimulating and hence “closer” to the students. Therefore, the teachers try to explore the new methods with the aim of adjusting properly the teaching itself to the different ages of students and in sight of its real-life application. One of the best ways to provide that is by introducing the games in the class. By playing, one can nourish and build the different development aspects: cognitive, social-emotional, psychometric and speech development itself. Further on, the play facilitates mastering the didactical material. It has far more advantages than disadvantages; for example, it is achieved a higher level of concentration, activity and motivation as well as it strengthens the selfconfidence of a student. Every game has a specific goal of its application in the class, but it is also very important to be aware of the learning outcomes. Depending on these specific goals it is thus possible to bring the game throughout all aspects of the prepared class. Right in this thesis are described some of those games which have been applicated on particular parts of curriculum provided for the subject of mathematics in Croatia with of course, as in every other game, detailed rules and methods