Designing educational games in teaching grade 3 mathematics to develop logical thinking skills for students in some primary schools, Tuyen Quang Province, Vietnam

https://doi.org/10.53730/tcsie.v2n1.12

Authors

  • Nguyen Thi Huong Lan Tan Trao University, Vietnam
  • Bui Ngoc Anh Primary Education University Class B K9, Tan Trao University, Vietnam
  • Luong Kim Oanh Mathematics Education University Class K5, Tan Trao University, Vietnam
  • Nguyen Huong Quynh Mathematics Education University Class K5, Tan Trao University, Vietnam
  • Ha Anh Thu Primary Education University Class B K9, Tan Trao University, Vietnam
  • Le Hua Minh Son Natural Sciences University Class K2, Tan Trao University, Vietnam

Keywords:

Educational games, Logical thinking, Mathematics education, Primary students, Game-based learning

Abstract

This study aims to design educational games integrated into Grade 3 mathematics lessons to develop logical thinking skills for students in several primary schools in Tuyen Quang Province, Vietnam. A mixed-methods approach was employed to evaluate the effectiveness of the games through pre- and post-tests on logical thinking, motivation surveys, classroom observations, and interviews with teachers and students. Results indicated significant improvements in students’ logical thinking abilities and motivation toward mathematics learning. The games contributed to creating a dynamic and cooperative learning environment, enhancing student engagement and cognitive development. The findings confirm the role of educational games as effective instructional tools in primary math education and suggest directions for broader application in practice.

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Published

2025-06-04

How to Cite

Lan, N. T. H., Anh, B. N., Oanh, L. K., Quynh, N. H., Thu, H. A., & Son, L. H. M. (2025). Designing educational games in teaching grade 3 mathematics to develop logical thinking skills for students in some primary schools, Tuyen Quang Province, Vietnam. Tennessee Community Service International of Empowerment, 2(1), 20–32. https://doi.org/10.53730/tcsie.v2n1.12

Issue

Vol. 2 No. 1 (2025)

Section

Articles

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