Ο ρόλος του παιχνιδιού στη μαθηματική εκπαίδευση: ανταγωνιστικές στάσεις και ψευδαίσθηση ομοθυμίας.

Περίληψη

In this article are presented students’, teachers’ and parents’ opinions for the value of games in mathematics education aiming to show forth their dif¬ferent representations for the same subject.
The collected data were related with students’ teachers’ and parents’ aware¬ness about the games in house and school respectively while at the same time their opinions (teachers’ and parents’) for the role of games generally and specifically in cognitive, in sentimental as well as in the social sector were recorded.
From the analysis of answers it appeared that students’, teachers’ and par¬ents’ reports on the types of games, had resemblances and differences. The main differentiation was located on the opinions of teachers (of parents) about parents’ beliefs (teacher’s beliefs) for the value of games in mathematics education.