We know there can sometimes be questions and doubts about incorporating games-based learning into the mathematics curriculum. Here are some of the most common that we come across, and some suggested responses…

But what about… fitting the games into my planning and timetable?

These games aren’t extras—they’re powerful tools to weave into your daily routine. Start a fluency session with a quick game, use one to transition between activities, or boost reasoning skills at the end of a lesson. Since they’re available on browsers and apps, they slot easily into any schedule. Presenting them as essential instruments, not add-ons, helps staff feel confident rather than overwhelmed.

But what about… making them work for different ability groups and classes?

The versatility is a real strength. Use them to engage your whole class, focus small groups, or encourage friendly pair competitions. You can group students by ability or teaching goals, and the teacher dashboard lets you assign levels or games that give just the right amount of challenge and support to each learner.

But what about… my children with SEN?

These games are built with a “low floor, high ceiling” design. Visual interactivity ensures every child, even those who find numbers tricky, can join in. At the same time, layered challenges and spatial reasoning stretch advanced learners. Every child is both supported and challenged, helping create a truly inclusive classroom.

But what about… the adults?

Adults become facilitators of rich mathematical dialogue. By asking questions like, “What could you try?” or “What patterns do you notice?”, they elevate reasoning beyond just right answers. Teachers have praised the way these games spark stunning mathematical conversations and promote thoughtful discussion. Encouraging adults to notice and celebrate these moments deepens understanding and enthusiasm for maths.

But what about… proof that they actually work?

Research shows fluency rooted in reasoning helps children tackle new problems with confidence (1). And we’ve got so much anecdotal evidence from our members that they do. But the real answer to this is - give them a go and find out for yourself - we really believe that with regular use, you’ll see engagement rise, confidence grow, and lasting mastery take hold.

(1) Mukuka, A., Balimuttajjo, S., & Mutarutinya, V. (2023). Teacher efforts towards the development of students’ mathematical reasoning skills. Heliyon, 9(4), e14789.