“Good job!" yelps Biscuit, the cartoon puppy. Amy has just typed ‘7’ in answer to ‘5+2=?’ alongside a picture of tennis balls in a basket. She wins a point, and a new question appears, ‘6+3=?’. And repeat.

This is the typical model for Edtech activities for mathematical practice for the last 30 years. My own daughter loved her time interacting with colourful characters and earning points or coins to buy accessories for avatars or spend in virtual pet shops. For a short time, these extrinsic rewards motivated her to continue with the game, but this gamification - adding points, badges and rewards to encourage practice - reflects the assumption that maths is a bitter pill that needs to be sweetened. And just like the quick-fix of a sugar hit, it’s not nourishing or sustaining.

A better approach is game-based learning, where children are intrinsically motivated (1) to use mathematical thinking to actually play the game - not just to earn rewards. In these games, the maths doesn’t need to be disguised to make it fun. It is fun. When children engage in this kind of playful practice, they’re immersed, persistent and lost in play. They don’t just answer more questions - they think more deeply.

Playful learning is backed by research (2), and not just for our youngest learners (3). The right kind of play is immersive, gives choice and agency to those playing, contains elements of surprise, and is relational. What makes it enjoyable is that it transforms learning by giving pupils freedom to explore and take risks. Many in education see all this as just fluffy ideals - but actually done well, they are powerful conditions for learning. Think of your students when they’re completely absorbed in a challenge, working together, trying things out, and enjoying the process of puzzling something through. That’s the sort of experience play-based learning offers - and maths is the perfect subject for it.

Mathematics doesn’t need to rely on extrinsic motivation. We can offer children mathematical experiences that are joyful and rich with possibility. With the right tools and a curious mindset, we can make mathematics not just something children tolerate - but something they love.

(1) GameTrain Learning. (2025). Motivation in game-based learning. https://gametrainlearning.org/articles/motivation-game-based-learning/ (2) Byrne, E. (2022, January 12). Learning through ‘guided’ play can be as effective as adult-led instruction. University of Cambridge. (3) James, A. (2022). The use and value of play in HE: A study. Independent scholarship supported by The Imagination Lab Foundation.