Comparison of didactic board games and didactic computer games as a method of mathematics knowledge consolidation

In this master's degree we compare didactic board games and computer games as methods of knowledge revision in Maths. In the theoretical part working methods and learning ways are thoroughly presented and also the terms game and didactic games are defined. Furthermore, their advantages and different classifications of games are dealt with and the role of motivation and its impact on pupils' activity in class is presented. One of the ways to increase motivation during Maths lessons is also usage of teaching materials, such as didactic games. For the purpose of the empirical part we created some didactic games ourselves. The games referred to revision of multiplication and division in the 3rd class. We presented possible difficulties while learning these two contents and possibilities to help struggling pupils with didactic games. The purpose of this research was to establish to what extent success of pupils in the 3rd class of primary school can be improved when learning multiplication and division, using planned and motivational strategies of the mentioned contents. We examined the pupils' initial and final knowledge of multiplication and division and between these two stages we implemented a programme of revision of the mentioned contents with didactic games. With the research we tried to answer questions like, which games pupils prefer and what attracts their attention when it comes to games. We were intrigued what the pupils' views on the matter of using didactic computer games and didactic board games in Maths lessons are and how often and when teachers use didactic games. The research, which referred to the pupils' prior knowledge and comparison of this with the knowledge after we performed the programme of didactic games, showed that there are no statistically significant differences between the pre- and the post-exam success. We found out that pupils like to use didactic computer games as well as didactic board games, but are more motivated to use the former. From the results it can be seen that pupils find feedback very important. Research showed that pupils are keen to working in groups when playing didactic games. We discovered that teacher and pupils have positive views of using didactic games during Maths lessons