What question did this study set out to answer?

The aim is to explore teacher educators' experiences in implementing game-based learning in mathematics education.

Learning Through Play: Teacher Educators’ Reflections on Supporting Game-Based Mathematics Education

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Collaborative autoethnography reveals insights on teacher support in game-based mathematics education.

The aim is to explore teacher educators' experiences in implementing game-based learning in mathematics education.
Collaborative autoethnography conducted by two teacher educators in Abu Dhabi.
Game-based learning initiative designed for eight in-service primary school teachers.
Reflective journaling and collaborative data analysis used to capture experiences and foster introspection.
Game-based pedagogy emerged, enhancing teachers' mathematics knowledge and instructional practices.
Students showed increased engagement and improved conceptual understanding of mathematics.
The initial professional development model was revised for better teacher ownership and reflection.

Erbilgin et al. (2026) studied this question.

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