One day, it might simply be children playing a game, rolling dice, moving the pieces, and celebrating small victories. However, what seems to be just simple play might actually be the way young minds are being taught numbers. Research studies indicate that popular board games not only give kids a good time, but they also help to build the basic skills required for math.Researchers conducted a study in 2023, the findings of which were published in the Journal Early Years, to discover that number-based board games such as Monopoly, Othello and Chutes and Ladders can have a substantial impact on the development of mathematical skills in young children. According to ANI, the results, which are based on more than twenty years of research, contradict the traditional view of how children learn mathematics most effectively.
Why board games matter in early learning
The review examined children between the ages of three and nine years, widely recognised as crucial for numeracy development. According to the researchers, the design of number-based board games naturally supports skills such as counting, basic addition, and understanding numerical magnitude, including recognising whether one number is greater or smaller than another.Unlike unstructured play, board games operate within fixed rules. Children take turns, move pieces along numbered paths, and repeatedly engage with numerical sequences. Over time, these interactions help internalise number relationships, often without the child realising they are learning.
What the research shows
Dr Balladares and his team analysed 19 studies published since 2000, nearly all of which focused on the link between physical board games and mathematical skills. In these studies, children participated in supervised board game sessions, typically held twice a week for around 20 minutes over a period of six weeks. Teachers, therapists and, in some cases, parents guided the sessions.All participating children were assessed before and after the interventions. The games were deliberately designed to encourage behaviours such as counting aloud, recognising numbers on the board, and making simple calculations during play.The outcomes were compelling. Mathematical performance improved significantly in 52 per cent of the tasks analysed. In nearly 32 per cent of cases, children who participated in board game interventions outperformed those who did not.
Beyond counting: Building deeper number sense
The researchers evaluated success across four key areas. Those were various arithmetic skills starting from the most simple ones, like enumerating, through white number sense, such as recognising that nine is bigger than three; deeper understanding involving addition and subtraction; and a child’s overall fascination with mathematics.More importantly, the progress was not confined to memorisation. Several children showed better conceptual understanding, a prerequisite for later, more sophisticated mathematical thinking.In certain papers, parental involvement through training has been highlighted. Parents were guided to utilise the playtime at home as an opportunity to help their kids learn math in a way that was fun; thus, the child’s interaction with numbers went beyond the classroom and got strengthened through everyday situations.
An overlooked tool in classrooms
Despite the evidence, the study notes that board games are rarely used in preschools as structured learning tools. This, the authors argue, represents a missed opportunity, particularly because board games are low-cost, adaptable, and already familiar to children.The review also pointed out a significant gap in the current research. Although board games targeting language and literacy development have been launched in schools, most of them lack a strong scientific study to assess their impact, the review said.
What next for educational games ?
It is the opinion of the researchers that an immediate priority should be the development and rigorous testing of board games with scientific methods.As classrooms continue to experiment with digital learning, this research offers a timely reminder: sometimes, the most powerful learning tools are already on the table, waiting for the dice to roll.
