Where cultural games count: The voices of primary classroom teachers

This study explored Ghanaian primary school teachers’ values and challenges of integrating cultural games in
teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers’ voices on the
values and challenges of integrating games were examined. Thematic data analysis was applied to the
qualitative data from the interviews. Results indicated that although cultural games count as instructional tools
in four knowledge domains, actualizing their value in the classroom appears problematic for lack of game-based
pedagogical know-how. The study recommended looking into the classroom for a complete understanding of
the values and challenges of integrating games in teaching and learning mathematics.