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Journal articles on the topic 'Local Mathematical Games'
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1
Abah, Joshua Abah. "Mathematics in the cultural practices of the Orokam people of Nigeria: Insights into the educational relevance of the i'tche game." International Journal for Innovative Research in Multidisciplinary Field 4, no. 6 (2018): 164–71. https://doi.org/10.5281/zenodo.1302785.
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Indigenous studies from Nigeria have often highlighted the connection between ordinary children plays and vital science skills and affective behaviours. Apart from random plays and games of children, mathematical connections pervade many cultural activities of local Nigerians. These mathematically relevant cultural activities are seen in festivals, dances, bedtime stories, farm practices, art works, local architectures, and games. This study focused on the <em>I’tche</em> game, a mancala-class board game enjoyed across Africa. The contextual and educational relevance of the <em>I’tche</em> game among the Orokam people of Idoma Land in Nigeria were considered in detail. The expository style of this study unveils captivating opportunities for mathematics education professionals, particularly teachers of the subject at the basic education level in Nigeria, to design augmented pedagogies that incorporate local and culturally relevant games.
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Susanti, Elly, Nur Wiji Sholikin, Marhayati Marhayati, and Turmudi Turmudi. "Designing culturally-rich local games for mathematics learning." Beta: Jurnal Tadris Matematika 13, no. 1 (2020): 49–60. http://dx.doi.org/10.20414/betajtm.v13i1.354.
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 [English]: This study aimed to design and implement local games-based mathematics learning (das-dasan) to support students' mathematical strategic competence. It consisted of three stages, namely the identification and analysis of traditional game, the design of learning activities based on Realistic Mathematics Education (RME), and the implementation in the classroom which involved twenty 7th-grade students. Data about the local game was collected through observations and interviews with five residents where the game is originated. Data on students’ strategic competence was achieved through a test given to the students after learning. The analysis of test results refers to the indicators of mathematical strategic competence. The present study found that fifteen students are able to achieve all indicators (formulating, representing, and solving the problems) with high scores. Meanwhile, five students could only represent the problems but have not fulfilled the last two indicators. The findings of this study indicate that learning mathematics based on traditional the das-dasan games has a potential to help students develop mathematical strategic competence. 
 
 
 Keywords: Learning design, Ethnomathematics, Local game, Das-dasan, RME
 
 [Bahasa]: Penelitian ini bertujuan merancang dan mengujicoba pembelajaran matematika berbasis permainan tradisional (das-dasan) sebagai upaya untuk mengembangkan kompetensi strategis matematis siswa. Penelitian ini terdiri dari tiga tahap, yaitu: identifikasi dan analisis permainan tradisional, perancangan pembelajaran berbasis permainan tradisional berdasarkan Realistic Mathematics Education (RME), dan implementasi dalam pembelajaran di kelas yang melibatkan 20 siswa kelas VII. Data terkait permainan tradisional dikumpulkan melalui pengamatan dan wawancara dengan lima warga tempat permainan tersebut berasal. Data kemampuan strategis matematis siswa diperoleh melalui tes yang diberikan setelah pembelajaran. Analisis hasil tes siswa merujuk pada indikator kompetensi strategis matematis siswa. Hasil penelitian menunjukkan 15 siswa berhasil memenuhi semua indikator kompetensi strategis matematis dengan kategori nilai akhir sangat baik. Sedangkan 5 siswa berhasil mencapai indikator pertama (merumuskan masalah) namun belum semua memenuhi indikator merepresentasikan dan menyelesaikan masalah. Temuan penelitian ini menunjukkan bahwa pembelajaran matematika berbasis permainan tradisional das-dasan memiliki potensi untuk membantu siswa mengembangkan kemampuan strategis matematis.
 Kata kunci: Rancangan pembelajaran, Etnomatematika, Permainan lokal, Das-dasan, RME
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Cahyaningati, Indah, and Hafsah Adha Diana. "Study of Ethnomathematics Exploration of Arul Games Lampung Culture." Indo-MathEdu Intellectuals Journal 3, no. 1 (2022): 30–38. http://dx.doi.org/10.54373/imeij.v3i1.31.
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The purpose of this research is to explore the mathematical concepts that exist in traditional arul games. This research is an exploratory study with an ethnographic approach. Data collection techniques used are observation, interviews and literature studies. The results showed that in traditional games arul found mathematical concepts including the concept of division, fractions, comparison, the revival of two circles, the determination of the center point of the circle, the unit is not standard, half hollow ball, circle, chance, distance, speed and time. The mathematical elements contained in traditional games can be used as learning materials in the classroom so that it is more contextual and a means in preserving local culture.
 Keywords: ethnomamatics, traditional game, Lampung
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Zayyadi, Moh, Ema Surahmi, Septi Dariyatul Aini, and Dayat Hidayat. "Ethnomathematics-based traditional games as a pedagogical approach to enhance logical-mathematical intelligence." Jurnal Elemen 11, no. 1 (2025): 225–44. https://doi.org/10.29408/jel.v11i1.28350.
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Research on ethnomathematics-based traditional games that focus on students' mathematical logistic intelligence has not been conducted widely. The purpose of this study was to analyze ethnomathematics-based mathematical games as a learning approach to improve students' logical-mathematical intelligence. Qualitative research was conducted using an exploratory approach. The prospective subjects of this study were 50 students from five Elementary Schools in Pamekasan Regency. Of the 50 students, 10 were selected as research subjects, who were representatives of each traditional game in this study. From the questionnaire given, 10 traditional games that were often played in everyday life were obtained. Data collection techniques were in the form of interviews, observation, documentation, and literature studies as a form of triangulation to obtain data and determine the validity of the data. Data analysis techniques in ethnographic research include descriptions, analyses, and interpretation. The results showed that the integration of traditional games in mathematics learning requires the active role of teachers to link game elements with formal mathematical concepts. Traditional games based on ethnomathematics not only preserve local culture, but also become an effective tool for developing students' logical-mathematical intelligence.
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Oktavia, Thessa, Ria Deswita, and Reri Seprina Anggraini. "SYSTEMATIC LITERATUR REVIEW: EKSPLORASI ETNOMATEMATIKA PADA PERMAINAN TRADISIONAL." MEGA: Jurnal Pendidikan Matematika 5, no. 2 (2024): 790–96. https://doi.org/10.59098/mega.v5i2.1831.
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In recent decades, attention to the preservation of local culture, especially in the context of education, has increased. This research explores ethnomathematics as a bridge between culture and mathematical concepts through traditional games. Ethnomathematics not only functions to understand mathematical concepts in a cultural context, but also to preserve traditions. The method used is a systematic literature study with qualitative analysis of 9 articles published between 2018 and 2024. The findings show that traditional games, such as marbles, congklak, and engklek, contain various mathematical concepts, including geometry, calculation, and logic. The results of this research provide new insights for educators about the importance of cultural context in mathematics learning, and encourage the development of a more inclusive curriculum. In addition, this research contributes to preserving local culture and increasing students' understanding of mathematics. By integrating traditional games in education, it is hoped that mathematics learning will become more interesting and relevant for students.
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UMORU, Moses, and Joshua Abah ABAH. "The Mathematical Aspects of the Krita, Charabke and Gofu Local Children Plays of the Irigwe People in Miango Village of Bassa Local Government Area of Plateau State, Nigeria." VillageMath Educational Review (VER) 2, no. 1 (2021): 32–53. https://doi.org/10.5281/zenodo.4904664.
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This study is aimed at determining the rules and mathematical aspects of the <em>Krita</em>, <em>Charabke</em> and <em>Gofu</em> local children plays of the Irigwe people of Miango village in Bassa LGA of Plateau state, Nigeria. Four research questions guided the study and the instruments used for data collection are Semi-Structured In-depth Interview Rubric. Three indigenous local children games were explored, and interpretive phenomenological design was adopted in exploring the lived experiences of the Irigwe people with the <em>Krita</em>, <em>Charabke</em> and <em>Gofu</em> games. The results of the study revealed that certain mathematical concepts such as Basic Geometry, Arithmetic, Mensuration, Numerical cognition, and Logic and reasoning permeates the <em>Krita</em>, <em>Charabke</em> and <em>Gofu</em> local children plays. These indigenous local children plays, when carefully engrafted into the Mathematics curriculum can enhance in-depth understanding of classroom Mathematics and better performance, especially at the Elementary and Basic Education levels. Furthermore, these indigenous children plays proved to promote socio-cultural unity and foster peaceful coexistence between the Irigwe people and neighboring villages.
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Wahidah, Nurwahidah, Fitriani Nur, and Ahmad Farham Majid. "EXPLORATION OF THE ETHNOMATHEMATICS OF MAGGALE AND MAJJEKKA AS CULTURAL HERITAGE OF TRADITIONAL BUGIS GAMES." EMTEKA: Jurnal Pendidikan Matematika 6, no. 1 (2025): 433–43. https://doi.org/10.24127/emteka.v6i1.7819.
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This study explores the mathematical concepts and cultural values embedded in the traditional games maggale and majjekka, which are still preserved by the Bugis community. It aims to understand how these games integrate mathematical principles such as geometry, basic physics, and probability with cultural values, including solidarity, creativity, and tradition preservation. Using a qualitative approach with an ethnographic design, this research provides an in-depth analysis of the cultural phenomena under study. Data collection was conducted through direct observation, in-depth interviews with players, community leaders, and game equipment makers, as well as visual documentation in photos and videos. The techniques employed include participatory observation, semi-structured interviews, and visual documentation. The collected data were analyzed descriptively and thematically to identify and interpret the mathematical concepts and cultural values embedded in these games. To ensure validity, source triangulation, member checking, and thick description were used to maintain consistency and reliability. The findings reveal that these games incorporate mathematical concepts such as surface area, volume, ratio, similarity, probability, and the relationship between distance, speed, and time. Additionally, they reflect the cultural values of the Bugis community, such as solidarity, creativity, and the preservation of traditions. These results highlight that traditional games serve not only as entertainment but also as contextual learning tools aligned with the educational curriculum and as a medium for cultural preservation. To ensure sustainability, maggale and majjekka should be integrated into formal education, cultural events, and digital documentation. This research significantly contributes to ethnomathematics-based mathematics education and local cultural preservation.
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Hidayatulloh, Faisol, M. Farid Nasrulloh, and Fitri Habibah. "Development of Realistic Mathematics Learning Materials in Terms of Mathematical Literacy Skills." APPLICATION: Applied science in Learning Research 2, no. 1 (2022): 9–13. http://dx.doi.org/10.32764/application.v2i1.1870.
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Mathematical literacy is very important. This is because mathematical literacy emphasizes the ability of students to analyze, argue about ideas effectively in solving mathematical problems they encounter (OECD, 2009, p.19). Judging from various things, the ministry of education and culture has actually anticipated it by making several curriculum changes. However, in the period 2000 until now there have been three types of curriculum that have been implemented, namely the 2004 curriculum, 2006 curriculum and 2013 curriculum. And by mastering students' mathematical literacy, individuals will be able to reflect on mathematical logic to play a role in their lives, communities, and society. Mathematical literacy makes individuals able to make decisions based on a constructive mathematical mindset. Realistic mathematics learning presents a contextual problem that can be related to local excellence-based educational games. The main goal is that students have high mathematical communication skills towards mathematics. Selin, the introduction of local excellence in educational games to students through learning that can be used as a way to grow the character of students to the local culture of the nation of Indonesia. Advances in technology and information that are not balanced with strong filters will affect the lifestyle of a foreign country. In this development using procedural development model. The development model in this study led to the development model of Sugiyono (2015). However, in this study not all steps are applied, this is because the research conducted is still on a limited scale with no cover into the wider research. Therefore it stages of development begins by doing 1. Planning with identification of potential problems, 2. Create a new design, 3. Validate the design, 4. Design revision, 5. Validate the design and the last 6. Product trials.
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Bilewicz-Kuźnia, Barbara. "Early mathematical education in narrative contexts and the local environment." Problemy Opiekuńczo-Wychowawcze 587, no. 2 (2020): 54–63. http://dx.doi.org/10.5604/01.3001.0013.8202.
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The article describes the implementation of the project that took the form of a teaching experiment. The “Myśleć jak architect” [en. “Think like an Architect”] project was aimed at developing children's spatial, mathematical and creative skills, integrating the social environment: academic, educational, family and cultural, and promoting science. Its essence was to design and conduct a mathematical and creative didactic cycle in the university space and in the local cultural space. The essence of educational meetings were: play, tasks, games and mathematical problems undertaken and solved by children in active and creative action, also using innovative teaching materials. The workshop didactic program was designed as a cycle of 12 hours of didactic classes, in which there was a deliberate use of rhymes, poems, fairy tales and mathematical narratives. The project lasted from November 2018 to May 2019. The beneficiaries of the project were the oldest pre-schoolers and younger students from grades I-III, in 9 groups, each consisting of 12 people. The study confirmed the effectiveness and attractiveness of integrating literature with mathematics and learning mathematics in various areas. The study has shown that the strategies for teacher management of construction play using narration are an important and effective ways of supporting the development of a child's mathematical thinking.
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Gevko, Oksana, and Svitlana Bereza. "Intensification of intellectual development of preschool children by means of role-playing and didactic games." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (363) (2024): 173–80. http://dx.doi.org/10.12958/2227-2844-2024-4(363)-173-180.
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The article defines the essence of a child’s intellectual development: the implementation of thinking and logical operations, tasks, situations and problems, obtaining results and conclusions. An analysis of theoretical and methodological research on the research topic was carried out. The spiritual-cultural, moral-ethical, artistic-visual, aesthetic, speech-developing, historical-local lore, logical-mathematical, natural-informative didactic potential of various games was determined. The stages of involvement of a preschool child in educational processes for the intensification of intellectual development are highlighted. The implementation of educational, educational and developmental educational functions through the use of story role-playing, didactic games in the educational process of preschool in different age groups is indicated. The basis of the organization of story role-playing games by preschoolers through their observation of the work of doctors, cooks, farmers, teachers, as well as the activities of people of various professions is singled out. Pedagogical conditions for the intellectual development of preschool children by means of didactic games are identified: thinking through the content of educational and didactic material, planning and organizing the procedural conduct of didactic games, stimulating the generalization of acquired knowledge by preschoolers and consolidation of new material; creating situations and selecting elements of didactic games; cognitive and developmental direction of preschoolers’ abilities; development of sensory, logical-mathematical, speech-cultural and artistic-creative abilities; division of didactic games into simpler elementary parts, as well as synthesis into complex tasks; revealing the prospects of using knowledge in everyday life and in non-standard situations. The types of didactic games for the intellectual development of preschool children have been determined: games with objects (toys), natural material, board-printed and word games.
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Suhermi, Lulut. "PERMAINAN TRADISIONAL SEBAGAI JEMBATAN ANTARA BUDAYA LOKAL DAN KONSEP MATEMATIKA PADA SISWA KELAS VI." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 5, no. 2 (2025): 672–79. https://doi.org/10.51878/science.v5i2.5355.
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This study aims to explore the role of traditional games rooted in the local culture of Karangsari Bojong in bridging the understanding of mathematical concepts in grade VI students of Madrasah Ibtidaiyah (MI) Asy-Sya'ban Karangsari Bojong. Adopting a case study approach, this study involved grade VI students and mathematics teachers at MI Asy-Sya'ban. Data collection was conducted through participant observation in mathematics learning sessions that integrated traditional games typical of Karangsari Bojong, semi-structured interviews with students to understand their learning experiences and perceptions of the relationship between culture and mathematics through the games, and in-depth interviews with teachers regarding implementation strategies, challenges, and benefits observed. Qualitative data analysis revealed the specific types of traditional games used, how mathematical elements were integrated into them, and students' responses to this approach. Initial findings indicate that traditional games not only preserve aspects of local culture, but are also effective in concretizing abstract mathematical concepts, increasing student engagement, and creating a more contextual and enjoyable learning atmosphere. Student perceptions indicate an increase in mathematical understanding associated with culturally familiar play experiences. Teachers also identified the potential of traditional games in improving students' motivation and understanding. This study underlines the importance of utilizing local cultural richness as a relevant and innovative pedagogical resource in mathematics education at the elementary madrasah level. The implications of this study are the need for further development of traditional game integration models in the MI curriculum and teacher training to optimize their pedagogical potential in specific local cultural contexts. ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi peran permainan tradisional yang berakar dalam budaya lokal Karangsari Bojong dalam menjembatani pemahaman konsep matematika pada siswa kelas VI Madrasah Ibtidaiyah (MI) Asy-Sya'ban Karangsari Bojong. Mengadopsi pendekatan studi kasus, penelitian ini melibatkan siswa kelas VI dan guru matematika di MI Asy-Sya'ban. Pengumpulan data dilakukan melalui observasi partisipatif pada sesi pembelajaran matematika yang mengintegrasikan permainan tradisional khas Karangsari Bojong, wawancara semi-terstruktur dengan siswa untuk memahami pengalaman belajar dan persepsi mereka tentang keterkaitan budaya dan matematika melalui permainan tersebut, serta wawancara mendalam dengan guru mengenai strategi implementasi, tantangan, dan manfaat yang diamati. Analisis data kualitatif mengungkapkan jenis-jenis permainan tradisional spesifik yang digunakan, bagaimana elemen matematika terintegrasi di dalamnya, dan respons siswa terhadap pendekatan ini. Temuan awal menunjukkan bahwa permainan tradisional tidak hanya melestarikan aspek budaya lokal, tetapi juga efektif dalam mengkonkretkan konsep matematika yang abstrak, meningkatkan keterlibatan siswa, dan menciptakan suasana belajar yang lebih kontekstual dan menyenangkan. Persepsi siswa menunjukkan adanya peningkatan pemahaman matematika yang dikaitkan dengan pengalaman bermain yang familiar secara budaya. Guru juga mengidentifikasi potensi permainan tradisional dalam meningkatkan motivasi dan pemahaman siswa. Penelitian ini menggarisbawahi pentingnya memanfaatkan kekayaan budaya lokal sebagai sumber daya pedagogis yang relevan dan inovatif dalam pendidikan matematika di tingkat madrasah ibtidaiyah. Implikasi penelitian ini adalah perlunya pengembangan lebih lanjut model integrasi permainan tradisional dalam kurikulum MI dan pelatihan guru untuk mengoptimalkan potensi pedagogisnya dalam konteks budaya lokal yang spesifik.
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Kontorovsky, Natalia L., Juan Pablo Pinasco, and Federico Vazquez. "Random multi-player games." Chaos: An Interdisciplinary Journal of Nonlinear Science 32, no. 3 (2022): 033128. http://dx.doi.org/10.1063/5.0080137.
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The study of evolutionary games with pairwise local interactions has been of interest to many different disciplines. Also, local interactions with multiple opponents had been considered, although always for a fixed amount of players. In many situations, however, interactions between different numbers of players in each round could take place, and this case cannot be reduced to pairwise interactions. In this work, we formalize and generalize the definition of evolutionary stable strategy (ESS) to be able to include a scenario in which the game is played by two players with probability [Formula: see text] and by three players with the complementary probability [Formula: see text]. We show the existence of equilibria in pure and mixed strategies depending on the probability [Formula: see text], on a concrete example of the duel–truel game. We find a range of [Formula: see text] values for which the game has a mixed equilibrium and the proportion of players in each strategy depends on the particular value of [Formula: see text]. We prove that each of these mixed equilibrium points is ESS. A more realistic way to study this dynamics with high-order interactions is to look at how it evolves in complex networks. We introduce and study an agent-based model on a network with a fixed number of nodes, which evolves as the replicator equation predicts. By studying the dynamics of this model on random networks, we find that the phase transitions between the pure and mixed equilibria depend on probability [Formula: see text] and also on the mean degree of the network. We derive mean-field and pair approximation equations that give results in good agreement with simulations on different networks.
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Zuhri, Zuhri, Sinta Verawati Dewi, Jaka Wijaya Kusuma, Sri Rafiqoh, Isnaini Mahuda, and Hamidah Hamidah. "Implementation of Ethnomathematics Strategy in Indonesian Traditional Games as Mathematics Learning Media." Journal of Innovation in Educational and Cultural Research 4, no. 2 (2023): 294–302. http://dx.doi.org/10.46843/jiecr.v4i2.613.
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The learning strategy by associating cultural elements with mathematics is called ethnomathematics. The application of ethnomathematics in learning is very important in fostering a love for local culture which is currently almost abandoned due to modernization. This study aims to explain the mathematical elements contained in the Indonesian traditional game, namely engklek (hopscotch). The research method used ethnographic research. Data collection techniques used were observation, interviews, field notes, and documentation. The data analysis used was a triangulation analysis which consisted of data reduction, presentation, and drawing conclusions. The results of the study show that there are several mathematical topics in the game, including plane geometry, the concept of the relationship between angles (opposite angles and straight angles), cube net, congruence, the concept of reflection, the concept of mathematical logic, and the concept of probability. Hopscotch can be used as a medium for learning mathematics as a learning innovation in schools. The application of ethnomathematics strategies can improve elements of character education in the form of honesty, togetherness, and high sportsmanship in carrying out traditional games.
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Aba, Jesse Aondofa, and Joshua Abah ABAH. "Ethnomathematical Dimensions of the Shiva and Uyerver Children Plays of the Tiv People of Akor Village in Guma Local Government Area of Benue State, Nigeria." VillageMath Educational Review (VER) 2, no. 1 (2021): 78–106. https://doi.org/10.5281/zenodo.4957879.
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The study investigate the mathematical dimensions of the <em>shiva</em> and <em>uyerver</em> children plays of the Tiv people of Akor Village in Guma Local Government Area of Benue State, Nigeria. Six research questions and were formulated to guide the study. The study employed a phenomenological research design to achieve the objectives of the study. The study population consists of the entire population of people living in Akor village of Guma Local Government Area of Benue State. The study used a sample of twelve (12) respondents which comprised male and female indigene of Akor village of Guma Local Government Area of Benue State. The data collected was analyzed using the narrative analysis. The results showed that traditional games influenced language skills development of basic education pupils when they can speak in sentences of five or more words about games, recite poems with increasing construction activity and name favourite games. Traditional game like <em>shiva</em> and <em>uyerver</em> influenced social skills development and mathematics of pupils through their ability to tell stories, report experience, sing and dramatize and logically scale through the conditions of the game to emerge as winners. The study recommended that pupils should be encouraged to play with traditional games like <em>shiva</em> and <em>uyerver</em> in their environment since through their interaction with these games, they achieve all-round development more so academic excellence. Therefore teachers should find the need to conserve resources and not flood the school arena with wanton toys that may not have any cognitive relevance.
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Muñoz, Sebastian. "Classical and weak solutions to local first-order mean field games through elliptic regularity." Annales de l'Institut Henri Poincaré C, Analyse non linéaire 39, no. 1 (2022): 1–39. http://dx.doi.org/10.4171/aihpc/1.
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Oktarina, Elsi. "Exploration of Traditional Game of Marbles in Maths Learning in Primary School." Pedagogik Journal of Islamic Elementary School 5, no. 1 (2022): 161–70. http://dx.doi.org/10.24256/pijies.v5i1.3757.
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Exploration a mathematical concept found in a culture. the presence of culture nuancedmathematics will make a major contribution to the learning of mathematics. The purpose ofthis study is to identify and describe mathematical objects found in the traditional display ofmarbles and their use in learning mathematics. This research is a qualitative research using ethnographic methods. The instruments used in this study were documentation, interviews andliterature studies directly to respondents. Data analysis techniques are performed by datareduction, data presentation and data analysis and data exposure. The results of the study indicate that traditional marbles games have ethnomatematics related to mathematical concepts including geometrical concepts such as circles, spheres, triangles and also the concept of distance. The mathematical concepts can be used to introduce and understand the concept of geometry and distance through local culture.
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Ramadhani, Tia Putri, and Supriadi Supriadi. "Penerapan Pembelajaran Etnomatematika Sunda Melalui Permainan Engklek Untuk Meningkatkan Kemampuan Representasi Matematis Siswa SD Kelas V." Didaktika 4, no. 3 (2024): 272–81. https://doi.org/10.17509/didaktika.v4i3.56020.
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Sundanese ethnomathematics learning is in mathematics combined with Sundanese culture. At the time of observation at SDN Kragilan 1, almost all learning activities still used the lecture method and rarely used the help of learning media which made children get bored and bored more quickly during learning activities. Therefore researchers try to overcome this by implementing Sundanese ethnomathematics learning through crank games, this learning applies learning while playing which aims to make students enthusiastic, active, and even more enthusiastic in learning mathematics and getting to know Sundanese culture. The purpose of this research is the application of Sundanese ethnomathematical learning through Engklek games to explore and understand local mathematical wisdom inherent in Sundanese culture. Engaging students in traditional games like these will help them recognize mathematical patterns. This study used a quantitative approach with a quasi-experimental method and used the Post-test Only Control Group Design. The number of samples taken consisted of the VA class as the experimental class which consisted of 30 students and the VB class as the control class which consisted of 30 students. The data analysis techniques used in this study are the normality test, homogeneity test and the Mann-Whitney test. After the Mann-Whitney test was carried out, the Asymp value was obtained. Sig (2-tailed) is 0,036. Because this value is 0,05, it can be concluded that the mathematical representation ability of students who take Sundanese ethnomathematics learning is better than students who learn by expository learning.
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Ugee, Tertsegha Timothy, and Joshua Abah ABAH. "Ethnomathematical Aspects of the Toor Kyo la Nam and Ishiva-dar Indigenous Games of the Tiv People of Mbayom Village of Gwer-East Local Government Area of Benue State, Nigeria." VillageMath Educational Review (VER) 2, no. 1 (2021): 132–55. https://doi.org/10.5281/zenodo.5526283.
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This study applied phenomenological design to explore the ethnomathematical aspects of the <em>Toor Kyo la Nam </em>and<em> Ishiva-dar</em> indigenous games of the Tiv people of Mbayom Village of Gwer-East Local Government Area of Benue State, Nigeria. The sample comprises 15 Mbayom indigenes selected via purposive sampling. The instrument for the study is a semi-structured interview rubric. Narrative analysis was used to analyze and interpret the shared experience of Mbayom people with the local children plays. The results of the study revealed the richness of the <em>Toor Kyo la Nam </em>and<em> Ishiva-dar</em> indigenous games as basis for mathematics instruction in the core areas of Arithmetic, Geometry, Logic, Everyday Statistics, Mensuration and Trigonometry. The outcomes also revealed that Mbayom people through the help of <em>Toor Kyo la Nam </em>and <em>Ishiva-dar</em> can identify smart and intelligent children who can keep correct records and are responsible for their actions or inactions and can also take right decision under pressure or in a very critical situation. Based on the findings, the study recommended that Curriculum developers should carefully consider these local indigenous games in the design of the mathematic curriculum and Mathematics teachers who are the curriculum implementers should as a matter of fact appreciate the mathematical aspects of indigenous games and should relate them with topics in mathematics for easier understanding.
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AHMED, E., and A. S. ELGAZZAR. "ON THE DYNAMICS OF LOCAL HAWK-DOVE GAME." International Journal of Modern Physics C 11, no. 03 (2000): 607–14. http://dx.doi.org/10.1142/s0129183100000511.
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Cellular automata are used to study two-dimensional local hawk-dove games. Both Nash and Pareto optimal concepts are used. The systems have fixed point, cyclic and chaotic-like regimes. The results differ significantly from that of the normal one.
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Al-Barakat, Ali Ahmad, and Rommel Mahmoud AlAli. "Evaluating the Effectiveness of Electronic Games-Based Learning in Enhancing Children’s Multiplication Skills and Cognitive Achievement." International Journal of Information and Education Technology 15, no. 5 (2025): 947–54. https://doi.org/10.18178/ijiet.2025.15.5.2301.
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This study aimed to evaluate the effectiveness of electronic games-based learning in developing children’s multiplication skills and cognitive achievement. It addresses the growing phenomenon of declining academic engagement and inconsistent proficiency in foundational math skills among young learners, which conventional teaching methods often fail to resolve through leveraging the immersive and interactive nature of digital games as an educational medium deeply rooted in children’s daily lives. The study explored whether technology-driven, game-based environments could bridge pedagogical gaps, sustain motivation, and deepen conceptual understanding of multiplication. The study involved a sample of 90 students, equally divided into an experimental group (taught using electronic games) and a control group (taught using conventional methods). A structured teaching program based on electronic games-based learning principles was developed, with research tools that have been validated for reliability and validity through rigorous pilot testing. The results indicated that the experimental group demonstrated improved multiplication skills, highlighting the effective impact of electronic games on learning performance in mathematics classes. Results also demonstrated the ability of these games to simplify abstract mathematical concepts and provide an engaging, enjoyable learning environment that enhances understanding of arithmetic operations. Considering these results, the study recommends integrating electronic games-based learning into mathematics curricula as a supplemental educational tool, given its role in boosting student engagement, maintaining interest, and nurturing cognitive abilities. It further advocates training programs to equip teachers with skills to effectively utilize digital games in instruction, alongside developing culturally relevant educational games aligned with local curricula to maximize their pedagogical value.
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Leton, Samuel Igo, Meryani Lakapu, Wilfridus Beda Nuba Dosinaeng, and Nelly Fitriani. "Integrating local wisdoms for improving students’ mathematical literacy: The promising context in learning whole numbers." Infinity Journal 14, no. 2 (2025): 369–92. https://doi.org/10.22460/infinity.v14i2.p369-392.
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The gap in the decline in PISA scores is likely due to an abstract and contextually irrelevant approach to teaching mathematics, which often fails to connect everyday experiences that utilize the potential of local wisdom to make learning more engaging and culturally relevant. This research aimed to develop mathematics learning materials that integrate local wisdom to improve students' mathematical literacy skills. The study employed the Research and Development (R&D) method with the ADDIE development model. The developed learning materials incorporated elements of Timor local culture, including traditional houses, handwoven fabrics, and traditional games, as contextual tools to enrich the learning experience. The quality of the developed product was evaluated for three aspects: validity, practicality, and effectiveness. The validation results showed an average score of 93.1%, which is included in the very valid category. Product implementation showed a significant increase in trial results, with all students meeting the minimum competency criteria after using the learning materials. The final score of students' responses after using this developed product is 96.93%, categorized as very practical. The average N-Gain score of 0.76 significantly increased students' mathematical literacy skills. Feedback from students highlighted that learning materials inspired by local wisdom made the learning process more engaging and relatable. Teachers appreciated the inclusion of cultural elements, noting that they facilitated a deeper connection between mathematical concepts and students' everyday experiences. The research underscores the transformative potential of a culture-based approach in mathematics education.
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Willie, M. A. ABASI A. U. &. Ojoko S. E. "Effect of Flashcards-Mathematical-Game on Interest in Geometry Concepts among Junior Secondary School Mathematics Students in Akwa Ibom State, Nigeria." Zamfara International Journal of Education 5, no. 1 (2025): 102–9. https://doi.org/10.5281/zenodo.15297323.
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This study investigated the effect of flashcards mathematical games on junior secondary school students’ interest in geometry in Eket Local Government Area, Akwa Ibom State. Two research questions and corresponding hypotheses guided the study. Quasi-experimental research design, specifically, pretest posttest non-equivalent control group was adopted for the study. The population of the study consists of all government coeducational Junior Secondary School class two (JSS2) students during the 2024/2025 academic session in Eket LGA. A sample of 79 JS 2 students (35 male and 44 female) drawn from intact classes in two randomly selected secondary schools was used for the study. Geometry Interest Scale (GIS) was used as instrument for data collection. The instrument was subjected to face and content validity. The reliability of the instruments was established using Cronbach Alpha with a reliability coefficient of 0.77. Mean, standard deviation was used to answer research questions and analysis of covariance (ANCOVA) to test the hypotheses. Results revealed that the use of flashcards mathematical game was more effective in enhancing students’ interest in geometry. Also, there was no significant difference on male and female students’ interest when taught the concept of geometry in mathematics using flashcards mathematical games. The study concluded that the use of flashcards as instructional game in teaching and learning the concept of geometry was found to be effective in enhancing students’ interest without bias to gender. The study recommended that Mathematics teachers should utilized mathematical game such as flashcards in teaching to capture the attention of the students in learning mathematics.
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Rahmat, Anggi Datiatur, Insih Wilujeng, and Heru Kuswanto. "The Effect of Mobile Learning Integrated Traditional Games Egrang to Improve Multiple Representation Skills." Journal of Science Learning 6, no. 4 (2023): 435–41. https://doi.org/10.17509/jsl.v6i4.57961.
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Integrating traditional games into science learning can reconstruct local knowledge into scientific knowledge. One of the most popular technologies today is the mobile phone, which almost everyone uses. This study investigates the effect of mobile learning integrated with traditional games Egrang on students' multiple representation skills. This study used a quasi-experimental design of 64 7th junior high school students randomly assigned to experimental and control groups who learn motion and force concepts. Learning activities in the experimental class used mobile learning, while the control class used textbooks. The experimental class with (t = 8.78, p .05) and N-gain score 0.20. Besides, the control class with (t = 3.87, p .05) and N-gain score of 0.09. The study results found that students in the experimental class scored more in multiple representation skills than in the control class. Mobile learning integrated traditional games Egrang improves students' multiple representation skills, especially pictorial and mathematical representation. The results of this study can be used as a reference for integrating technology and indigenous knowledge into another science concept.
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Al-khedhairi, A. "Differentiated Cournot duopoly game with fractional-order and its discretization." Engineering Computations 36, no. 3 (2019): 781–806. http://dx.doi.org/10.1108/ec-07-2018-0333.
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PurposeFractional calculus provides powerful tool to build more realistic and accurate mathematical models in economic field. This paper aims to explore a proposed fractional-order differentiated Cournot duopoly game and its discretized game.Design/methodology/approachConditions for existence and uniqueness of the proposed game’s solution are derived. The existence of Nash equilibrium point and its local and global stability are obtained. Furthermore, local stability analysis of the discretized game is investigated. The effects of fractional-order on game’s dynamics are examined, along with other parameters of the game, via the 2D bifurcation diagrams in planes of system’s parameters are acquired.FindingsTheoretical and numerical simulation results demonstrate rich variety of interesting dynamical behaviors such as period-doubling and Neimark–Sacker bifurcations, attractors’ crises in addition to chaotic attractors. The results demonstrated that the stability Nash equilibrium point of the game can be lost by period doubling or Neimark–Sacker bifurcations.Practical implicationsOligopoly games are pivotal in the mathematical modeling of some substantial economic areas such as industrial organization, airline, banking, telecommunication companies, international trade and also macroeconomic analysis of business cycles, innovation and growth.Originality/valueAlthough the Cournot game and its variants have attracted great interest among mathematicians and economists since the time of its proposition till present, memory effects in continuous-time and discrete-time Cournot duopoly game have not been addressed yet. To the best of author’s knowledge, this can be considered as the first attempt to investigate this problem of fractional-order differentiated Cournot duopoly game. In addition, studying more realistic models of Cournot oligopoly games plays a pivotal role in the mathematical investigation and better understanding of some substantial economic areas such as industrial organization, airline, banking, telecommunication companies, international trade and also in macroeconomic analysis of business cycles, innovation and growth.
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TOMASSINI, MARCO, and ENEA PESTELACCI. "EVOLUTION OF COORDINATION IN SOCIAL NETWORKS: A NUMERICAL STUDY." International Journal of Modern Physics C 21, no. 10 (2010): 1277–96. http://dx.doi.org/10.1142/s012918311001583x.
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Coordination games are important to explain efficient and desirable social behavior. Here we study these games by extensive numerical simulation on networked social structures using an evolutionary approach. We show that local network effects may promote selection of efficient equilibria in both pure and general coordination games and may explain social polarization. These results are put into perspective with respect to known theoretical results. The main insight we obtain is that clustering, and especially community structure in social networks has a positive role in promoting socially efficient outcomes.
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Rakhmawati, Rosida. "Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 2 (2016): 221–30. http://dx.doi.org/10.24042/ajpm.v7i2.37.
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Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.
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CARFÌ, David, and Alessia DONATO. "Coopetitive Games for Sustainability of Global Feeding and Climate Change: Recent Developments." Journal of Environmental Management and Tourism 9, no. 1 (2018): 200. http://dx.doi.org/10.14505//jemt.v9.1(25).25.
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In this paper, we face the problem of global feeding sustainability and related environmental issues, with a strong attention to possible public heath improvements. In particular, we consider food producers and sellers of vegan (or vegetarian) and non-vegan (or non-vegetarian) food and we build up feasible and measurable contracts between two different food producers, in order to construct a more sustainable and healthier diet for future generations. At this aim, we use co-opetitive approach by means of game theory. Our co-opetitive approach consists in a game theory structure, which could help small local producers of vegan food a simpler entry in the global market and free significant publicity. At the same time, our mathematical construction suggests how big global producers/sellers of non-vegetarian food could develop a smooth rapid transaction to a more sustainable and healthier production/supply. Specifically, our game constitutes an asymmetric R&D alliance between McDonald’s and the local producer of the so called vegan product "Muscle of Wheat". We finally show a quantitative compromise solution, obtained by the Kalai-Smorodinsky principles, in a numerical study (exemplary) case.
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Lu, Yu Mei. "Evolutionary Game Theory-Based Modeling and Stability Analysis of Subsidy Policy on Safety Investment in SMEs." Applied Mechanics and Materials 39 (November 2010): 575–79. http://dx.doi.org/10.4028/www.scientific.net/amm.39.575.
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Evolutionary game theory originated as an application of the mathematical theory of games to biological contexts, having the advantages of truly reflecting the diversity and complexity to provide theoretical basis to study macro-control group behavior. The evolutionary game theory-based modeling and stability analysis of subsidy policy on safety investment in SMEs is studied, and the simulation about the effect of the alteration of the ratio on the evolvement results is executed. The results indicate that the safety subsidy of local governments can enhance SMEs’ enthusiasm to invest. It has excellent significance to study further how to achieve equilibrium between SMEs and local governments using evolutionary game theory, and to provide theoretical basis to study operation mode of subsidy policy on safety investment in SMEs.
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DIRI, Erepamowei Ayibakuro, and Eguson OGIGA. "Dice Games on Students' Academic Achievement in Concept of Probability in Bayelsa State, Nigeria." FUO-Journal of Educational Research 4, no. 2 (2025): 99–106. https://doi.org/10.5281/zenodo.14885866.
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AbstractThis study aimed to investigate the impact of dice games on students' academic achievement in the concept of probability. The study was guided by two research questions and hypotheses. A quasi-experimental research design was adopted. The study population consisted of 2,500 senior secondary school (SS II) students from 34 secondary schools in Ogbia Local Government Area, Bayelsa State. A sample of 100 SS II students was selected from two schools (one intact class from each school), with 50 students (37 males and 13 females) in the experimental group and 50 in the control group. The research instrument, a Probability Achievement Test (PAT) developed by the researcher, was validated for both face and content by two experts in mathematics and one from measurement and evaluation. The reliability of the instrument was determined using a test-retest procedure and calculated with the Pearson Product-Moment Correlation Coefficient (PPMCC), yielding a reliability coefficient of 0.75. Mean and standard deviation were used to address the research questions, while t-test was employed to test the hypotheses at a 0.05 significance level. The findings revealed a significant difference in academic performance between students taught probability using dice games and those taught without. Additionally, male and female students taught with dice games also showed significant differences. These results suggest that dice games are an effective instructional method. The study recommends that secondary school mathematics teachers incorporate mathematical games into their teaching strategies.
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Miller, Carl A., and Yaoyun Shi. "Randomness in nonlocal games between mistrustful players." Quantum Information and Computation 17, no. 7&8 (2017): 595–610. http://dx.doi.org/10.26421/qic17.7-8-3.
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If two quantum players at a nonlocal game G achieve a superclassical score, then their measurement outcomes must be at least partially random from the perspective of any third player. This is the basis for device-independent quantum cryptography. In this paper we address a related question: does a superclassical score at G guarantee that one player has created randomness from the perspective of the other player? We show that for complete-support games, the answer is yes: even if the second player is given the first player’s input at the conclusion of the game, he cannot perfectly recover her output. Thus some amount of local randomness (i.e., randomness possessed by only one player) is always obtained when randomness is certified from nonlocal games with quantum strategies. This is in contrast to non-signaling game strategies, which may produce global randomness without any local randomness. We discuss potential implications for cryptographic protocols between mistrustful parties.
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Kadonsi, Kaziya, Dr Muzata Kapalu Kenneth, and Dr Simalalo Magdalene. "Empowering Mathematical Minds through Indigenous Pedagogies in Teaching Mathematics in Southern Province, Zambia." International Journal of Research and Innovation in Social Science VII, no. X (2023): 2342–70. http://dx.doi.org/10.47772/ijriss.2023.701176.
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This research study explored the critical task of enhancing mathematics education in Zambia’s Southern Province by incorporating indigenous perspectives and methodologies into the pedagogical framework. Its primary objective was to explore innovative strategies for infusing indigenous knowledge, values, and ways of knowing into mathematics education, thereby addressing the persistent challenge of engaging students effectively within their cultural contexts. To achieve this objective, the study employed a research framework that combines critical realism and pragmatism, utilizing a Mixed Methods Sequential Explanatory Design with 343 participants from diverse stakeholder groups. The quantitative sample comprises 326 individuals, including 55 mathematics teachers and 271 Grade 12 pupils, while the qualitative sample consists of 17 participants, including community members, representatives from the District Education Board Secretary’s office, and school administrators. Data collection methods encompass questionnaire surveys, interviews, focus group discussions, classroom observations, and document analysis, with data analysis employing descriptive statistical tools such as mean, standard deviation, and frequency distributions. A pilot study was conducted to validate research instruments, with instrument reliability assessed using Cronbach’s Alpha. The study’s findings proposed several potential pathways to indigenize mathematics education in Kalomo District. One approach involves making mathematics culturally relevant by integrating local cultural practices, traditions, storytelling, dances, music, and games into the curriculum. This connection aims to bridge mathematical concepts with students’ lived experiences and cultural backgrounds. Another avenue explored was the adoption of culturally relevant pedagogies, aligning with the idea of connecting education to students’ cultural contexts to enhance engagement and meaningful learning. The research also underscored the potential of place-based mathematics education, utilizing local contexts and environments, including stories, traditions, and practices, to teach mathematical concepts and skills. This approach fosters a sense of pride in students’ cultural heritage. Furthermore, integrating indigenous knowledge enriches mainstream mathematical education and promotes a holistic understanding of mathematics. The study emphasized the importance of mathematizing everyday life, emphasizing the need to connect mathematical concepts to real-world situations. Additionally, the research discussed the decolonization of mathematics education and the incorporation of Western Mathematics into Indigenous Knowledge to create a more equitable and culturally responsive curriculum. It highlighted the value of using local storytelling, dances, music, and indigenous games as educational tools to enhance engagement, problem-solving skills, and practical application of mathematical concepts. Moreover, involving the community in mathematics education promotes collaborative learning and a supportive educational ecosystem. The study highlighted the importance of using local languages in mathematics education, as it significantly enhances students’ understanding of mathematical concepts and academic performance. The absence of explicit policy support for the inclusion of local knowledge and perspectives in mathematics education underscores the need for policy changes and institutional initiatives. The study emphasizes the necessity of modifying the mathematics curriculum to reflect indigenous knowledge and cultural elements, aligning with the concept of culturally relevant curriculum design. It also underscored the role of professional development and teacher training in equipping educators to create culturally responsive and inclusive learning environments. In conclusion, this research offers a comprehensive exploration of the integration of indigenous perspectives into mathematics education, providing valuable insights and recommendations for enhancing the educational experience of students in the Southern Province of Zambia.
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Apriosa, Kurnia Dwi, and Nur Wiji Sholikin. "EKSPLORASI ETNOMATEMATIKA PADA PERMAINAN PINDAN." AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika 4, no. 1 (2025): 34–43. https://doi.org/10.46773/aljabar.v4i1.1653.
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This research aims to explore the ethnomathematics values contained in the traditional pindan game in Jrebeng Kidul Village, Probolinggo, East Java. Pindan is a local game that not only functions as entertainment, but also as a means of character and social education for children and teenagers. Through a descriptive qualitative approach, this research identifies mathematical concepts such as patterns, logic, speed and dexterity that emerge in the dynamics of the game. The findings show that the integration of local cultural elements in mathematics learning can strengthen students' understanding of abstract concepts, as well as foster critical and analytical thinking skills. Apart from that, this game plays an important role in strengthening social relations between residents and preserving local wisdom in the midst of globalization which is shifting the popularity of traditional games. This research recommends developing a curriculum based on local culture to increase the relevance of mathematics learning in students' daily lives.
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Wang, Xiaofeng, and Matjaž Perc. "Replicator dynamics of public goods games with global exclusion." Chaos: An Interdisciplinary Journal of Nonlinear Science 32, no. 7 (2022): 073132. http://dx.doi.org/10.1063/5.0099697.
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Studies to date on the role of social exclusion in public cooperation have mainly focused on the peer or pool sanctioning types of excluding free-riders from the share of common goods. However, the exclusive behaviors are not necessarily performed by individuals or local organizations but may rather be implemented by a centralized enforcement institution at a global scale. Besides, previous modeling methods of either peer or pool exclusion often presuppose some particular forms of feedback between the individual or collective efforts and the efficiency of social exclusion and, therefore, cannot comprehensively evaluate their effects on the evolution of cooperation in the social dilemma situations. Here, we construct a general model of global exclusion by considering the successful construction of the centralized exclusive institution as an arbitrary non-decreasing and smooth function of the collective efforts made by the global excluders and then theoretically analyze its potential impacts in the replicator dynamics of the public goods game. Interestingly, we have shown that, despite the presence of both the first- and second-order free-riding problems, global exclusion can indeed lead to the emergence or even stabilization of public cooperation without the support of any other evolutionary mechanism. In addition, we have also observed rich dynamical behaviors, such as the occurrence of a global or local family of neutrally stable closed orbits revolving around a nonlinear center or the existence of stable heteroclinic cycles between defectors, cooperators as well as global excluders, which give rise to a classification of up to 21 different phases.
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Miquelanti, Mateus G., Luiz F. Pugliese, Waner W. A. G. Silva, Rodrigo A. S. Braga, and Juliano A. Monte-Mor. "Comparison between an Adaptive Gain Scheduling Control Strategy and a Fuzzy Multimodel Intelligent Control Applied to the Speed Control of Non-Holonomic Robots." Applied Sciences 14, no. 15 (2024): 6675. http://dx.doi.org/10.3390/app14156675.
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The main objective of this work is to address problems related to the speed control of mobile robots with non-holonomic constraints and differential traction—specifically, robots for football games in the VSS (Very Small Size) category. To achieve this objective, an implementation and comparison is carried out between two control strategies: an adaptive control strategy by gain scheduling and a fuzzy multimodel intelligent control strategy. The mathematical models of the wheel motors for each operating range are approximated by a first-order system since data acquisition is performed using the step response. Tuning of the proportional and integral gains of the local controllers is carried out using the root locus technique in discrete time. For each mathematical model obtained for an operating range, a local controller is tuned. Finally, with the local controllers in hand, the implementation of and comparison between the gain scheduling adaptive control strategy and the fuzzy multimodel intelligent control strategy are carried out, in which the control strategies are programmed into the low-level code of a non-holonomic robot with a differential drive to verify the performance of the speed tracking dynamics imposed on the wheel motors to improve robot navigation during a robot football match.
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Kunkri, S., G. Kar, S. Ghosh, and A. Roy. "Winning strategies for pseudo-telepathy games using single non-local box." Quantum Information and Computation 7, no. 4 (2007): 319–28. http://dx.doi.org/10.26421/qic7.4-3.
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Using a single NL-box, a winning strategy is given for the impossible colouring pseudo-telepathy game for the set of vectors having Kochen-Specker property in four dimension. A sufficient condition given regarding the structure of the impossible colouring pseudo-telepathy game for general $d$-dimension. A winning strategy for this game is then described with single use of NL-box.
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Situ, Haozhen, Cai Zhang, and Fang Yu. "Quantum advice enhances social optimality in three-party conflicting interest games." Quantum Information and Computation 16, no. 7&8 (2016): 588–96. http://dx.doi.org/10.26421/qic16.7-8-2.
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Quantum pseudo-telepathy games are good examples of explaining the strangeness of quantum mechanics and demonstrating the advantage of quantum resources over classical resources. Most of the quantum pseudo-telepathy games are common interest games, nevertheless conflicting interest games are more widely used to model real world situations. Recently Pappa et al. (Phys. Rev. Lett. 114, 020401, 2015) proposed the first two-party conflicting interest game where quantum advice enhances social optimality. In the present paper we give two new three-party conflicting interest games and show that quantum advice can enhance social optimality in a three-party setting. The first game we propose is based on the famous GHZ game which is a common interest game. The second game we propose is related to the Svetlichny inequality which demonstrates quantum mechanics cannot be explained by the local hidden variable model in a three-party setting.
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Rabbani, Sylvia, and Mamat Supriatna. "Discovering Math Through Play: Insights From Observing the Traditional Beklen Game." KnE Social Sciences 10, no. 12 (2025): 291–300. https://doi.org/10.18502/kss.v10i12.18915.
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Beklen is a traditional game involving throwing and catching small objects with certain rules, often played in rural communities. This study aims to explore mathematical concepts that can be taught through the beklen game, with a focus on the potential application of the concept of integers. The research method used is descriptive with a data analysis approach that includes literature studies and fieldwork. Data were collected through direct observation for two weeks, interviews with local players, and document studies. The research instruments included observation guides, interview questionnaires, and documentation records. The results showed that the beklen game reflects the concept of integers naturally. In this game, closed objects are associated with positive numbers, open objects represent negative numbers, and neutral conditions describe zero. Through this game, students can understand basic integer operations contextually and interactively. In addition, beklen has great potential as an informal learning medium that connects cultural heritage with educational innovation. This study suggests that traditional games such as beklen be integrated into mathematics education as interactive and culturally relevant learning media. This approach both helps students understand mathematical concepts better and preserves local cultural values. The implication of this study is the need for the further development of the application of the Beklen game in formal educational environments and the evaluation of its effectiveness in improving students’ mathematical understanding.
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Inuhan, Michael, Andy S. K. Dahoklory, John Nandito Lekitoo, Karolina Rupilele, Ratnah Kurniati MA, and Sigit Sugiarto. "PELATIHAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS ETNOMATEMATIKA BERBANTUAN SOFTWARE GEOGEBRA DI KECAMATAN PULAU LAKOR." PAKEM : Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (2023): 179–83. http://dx.doi.org/10.30598/pakem.3.2.179-183.
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One area in Southwest Maluku Regency that still maintains the culture of its people is Lakor District. Parts of culture that are still maintained today are Lakor weaving, traditional houses, lutur, traditional games, traditional dances, and others. On the other hand, mathematics learning in schools does not accommodate these diverse cultures. Ethnomathematics learning is a way of utilizing local culture as a means of introducing mathematical material. Ethnomathematics-based learning training activities with the help of Geogebra software were carried out with a percentage of 98.83%. Based on 10 indicators of implementation, this training activity is in the very good category and helps teachers make learning more creative and innovative
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Kada, D., A. Kouidere, O. Balatif, and M. Rachik. "Mathematical modeling of the gaming disorder model with media coverage: optimal control approach." Mathematical Modeling and Computing 10, no. 1 (2023): 245–60. http://dx.doi.org/10.23939/mmc2023.01.245.
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In this article, we propose a PEARM mathematical model to depict the dynamic of a population that reacts in the spread of the gaming disorder with media coverage. The basic reproduction number and existence of free equilibrium point and endimec equilibrium point are obtained with same fundamental properties of the model including existence and positivity as well as boundedness of equilibria are investigated. By using Routh–Hurwitz criteria, the local stability of free equilibrium point and endimec equilibrium point are obtained. Also, we propose an optimal strategy to implement the optimal campaigns through directing children and adolescents to educational and entertaining alternative means, and creating centers to restore the rehabilitation of addicts to electronic games. The existence of the optimal control are obtained by Pontryagain's maximum principle. Finally, some numerical simulations are also performed to illustrate the theoretical analysis of our results, using Matlab software. Our results show that media coverage is an effective measure to quit electronic gaming disorder.
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Mančinska, Laura, and Thomas Vidick. "Unbounded entanglement in nonlocal games." Quantum Information and Computation 15, no. 15&16 (2015): 1317–32. http://dx.doi.org/10.26421/qic15.15-16-4.
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Quantum entanglement is known to provide a strong advantage in many two-party distributed tasks. We investigate the question of how much entanglement is needed to reach optimal performance. For the first time we show that there exists a purely classical scenario for which no finite amount of entanglement suffices. To this end we introduce a simple two-party nonlocal game H, inspired by Lucien Hardy’s paradox. In our game each player has only two possible questions and can provide bit strings of any finite length as answer. We exhibit a sequence of strategies which use entangled states in increasing dimension d and succeed with probability 1 − O(d−c ) for some c ≥ 0.13. On the other hand, we show that any strategy using an entangled state of local dimension d has success probability at most 1 − Ω(d−2 ). In addition, we show that any strategy restricted to producing answers in a set of cardinality at most d has success probability at most 1 − Ω(d−2 ). Finally, we generalize our construction to derive similar results starting from any game G with two questions per player and finite answers sets in which quantum strategies have an advantage.
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Atserias, Albert, Meena Mahajan, Jakob Nordström, and Alexander Razborov. "Proof Complexity and Beyond." Oberwolfach Reports 21, no. 1 (2024): 871–934. http://dx.doi.org/10.4171/owr/2024/15.
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Proof complexity is a multi-disciplinary research area that addresses questions of the general form “how difficult is it to prove certain mathematical facts?” The current workshop focussed on recent advances in our understanding that the analysis of an appropriately tailored concept of “proof” underlies many of the arguments in algorithms, geometry or combinatorics research that make the core of modern theoretical computer science. These include the analysis of practical Boolean satisfiability (SAT) solving algorithms, the size of linear or semidefinite programming formulations of combinatorial optimization problems, the complexity of solving total NP search problems by local methods, and the complexity of describing winning strategies in two-player round-based games, to name just a few important examples.
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Harris, Samuel J. "Synchronous games with *-isomorphic game algebras." Quantum Information and Computation 22, no. 11&12 (2022): 924–46. http://dx.doi.org/10.26421/qic22.11-12-2.
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We establish several strong equivalences of synchronous non-local games, in the sense that the corresponding game algebras are $*$-isomorphic. We first show that the game algebra of any synchronous game on $n$ inputs and $k$ outputs is $*$-isomorphic to the game algebra of an associated bisynchronous game on $nk$ inputs and $nk$ outputs. As a result, we show that there are bisynchronous games with equal question and answer sets, whose optimal strategies only exist in the quantum commuting model, and not in the quantum approximate model. Moreover, we show that there are bisynchronous games with equal question and answer sets that have non-zero game algebras, but no winning quantum commuting strategies, resolving a problem of V.I. Paulsen and M. Rahaman. We also exhibit a $*$-isomorphism between any synchronous game algebra with $n$ questions and $k>3$ answers and a synchronous game algebra with $n(k-2)$ questions and $3$ answers.
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Agnelli, J. P., F. Colasuonno, and D. Knopoff. "A kinetic theory approach to the dynamics of crowd evacuation from bounded domains." Mathematical Models and Methods in Applied Sciences 25, no. 01 (2014): 109–29. http://dx.doi.org/10.1142/s0218202515500049.
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A mathematical model of the evacuation of a crowd from bounded domains is derived by a hybrid approach with kinetic and macro-features. Interactions at the micro-scale, which modify the velocity direction, are modeled by using tools of game theory and are transferred to the dynamics of collective behaviors. The velocity modulus is assumed to depend on the local density. The modeling approach considers dynamics caused by interactions of pedestrians not only with all the other pedestrians, but also with the geometry of the domain, such as walls and exits. Interactions with the boundary of the domain are non-local and described by games. Numerical simulations are developed to study evacuation time depending on the size of the exit zone, on the initial distribution of the crowd and on a parameter which weighs the unconscious attraction of the stream and the search for less crowded walking directions.
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Bustan, Ariestha Widyastuty, Rauman Mahmud, Anuwar Kadil A. Gafur, and Munazat Salmin. "ETHNOMATHEMATICS: THE CONCEPT OF WEIGHTED GRAPHS IN THE TRADITIONAL GAME OF DAM." Jurnal Magister Pendidikan Matematika (JUMADIKA) 6, no. 2 (2024): 89–95. https://doi.org/10.30598/jumadikavol6iss2year2024page89-95.
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This research integrates graph theory concepts with the traditional game of DAM originating from North Maluku, particularly in Ternate City. An ethnomathematics approach is employed to bridge mathematics education with the preservation of local culture. The DAM game is represented as a weighted graph, where game stones serve as vertices, and the lines connecting the stones represent edges with weights corresponding to the number of steps between stones. Using ethnographic methods, the study observes the rules, strategies, and mathematical aspects of the DAM game. Findings reveal that strategies for capturing opponent stones can be represented as vertex deletion and edge addition in the graph. Additionally, the shortest path with minimum weight in the weighted graph is used to determine optimal strategies for players to reach the opponent's first row. This research enriches mathematics education through cultural approaches while supporting the preservation of traditional games as local cultural heritage
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Briet, Jop, Harry Buhrman, Troy Lee, and Thomas Vidick. "Multipartite entanglement in XOR games." Quantum Information and Computation 13, no. 3&4 (2013): 334–60. http://dx.doi.org/10.26421/qic13.3-4-11.
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We study multipartite entanglement in the context of XOR games. In particular, we study the ratio of the entangled and classical \emph{biases}, which measure the maximum advantage of a quantum or classical strategy over a uniformly random strategy. For the case of two-player XOR games, Tsirelson proved that this ratio is upper bounded by the celebrated Grothendieck constant. In contrast, \PG proved the existence of entangled states that give quantum players an unbounded advantage over classical players in a three-player XOR game. We show that the multipartite entangled states that are most often seen in today's literature can only lead to a bias that is a constant factor larger than the classical bias. These states include GHZ states, any state local-unitarily equivalent to combinations of GHZ and maximally entangled states shared between different subsets of the players (e.g., stabilizer states), as well as generalizations of GHZ states of the form $\sum_i \alpha_i \ket{i}\cdots\ket{i}$ for arbitrary amplitudes $\alpha_i$. Our results have the following surprising consequence: \emph{classical} three-player XOR games do not follow an XOR parallel repetition theorem, even a very weak one. Besides this, we discuss implications of our results for communication complexity and hardness of approximation. Our proofs are based on novel applications of extensions of Grothendieck's inequality, due to Blei and Tonge, and Carne, generalizing Tsirelson's use of Grothendieck's inequality to bound the bias of two-player XOR games.
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Dou, Xin, and Binbin Liu. "Comparative Analysis of Attack and Defense Technical Indexes Between Chinese Men's Basketball Team and Japanese Team In 2025 Asian Cup Qualifier." Industry Science and Engineering 1, no. 11 (2024): 1–5. https://doi.org/10.62381/i245b01.
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Comparative analysis of the offensive and defensive technical indicators between the Chinese men's basketball team and the Japanese team in the 2025 Asian Cup qualifiers was conducted through research methods such as literature review, mathematical statistics, and video observation. the results show that the Chinese men's basketball team has weak long-range shooting ability, insufficient adaptability and reading ability in high-intensity games, and a high number of fouls and mistakes. Suggestion: Firstly, pay attention to the learning of player knowledge and strengthen the reading level of the game; Secondly, enhance the training intensity of team members and enhance the level of domestic leagues; Thirdly, extensive international exchanges should be carried out to enhance the teaching level of local coaches.
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Ostrev, Dimeter. "The structure of nearly-optimal quantum strategies for the non-local XOR games." Quantum Information and Computation 16, no. 13&14 (2016): 1191–211. http://dx.doi.org/10.26421/qic16.13-14-6.
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We consider the infinite family of non-local games CHSH(n). We consider nearly-optimal strategies for CHSH(n). We introduce a notion of approximate homomorphism for strategies and show that any nearly-optimal strategy for CHSH(n) is approximately homomorphic to the canonical optimal CHSH(n) strategy. This demonstrates that any nearly-optimal CHSH(n) strategy must approximately contain the algebraic structure of the canonical optimal strategy.
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Cheremisinova, Larisa I., and Tatyana G. Firsova. "Mastering the pedagogical potential of cultural and educational city environment: The experience of implementing project-based master’s degree programme." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 10, no. 3 (2021): 262–69. http://dx.doi.org/10.18500/2304-9790-2021-10-3-262-269.
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The purpose of the study is to present the methodological fundamentals of the development of cultural and educational environment of the city within primary education. We proved the necessity of revising training techniques for teaching culture under conditions of higher education. We explained top priority of orientation towards humanitarian, anthropological and axiological approaches to organization of mastering local lore at school and university. The cultural and educational environment of the city, i.e. the place, where a person was born, is considered as a tool for the interiorization of universal human values. The study gave reasons for importance of involving children in local lore activities at primary school age. Local lore is considered as a scientific basis for designing the content of school subjects; as a cultural training, activity aimed at learning about the heritage of one’s native city, preserving and enhancing the cultural level of the region, its inner potential; as a social activity aimed at developing civic mindedness. The article determined the possibilities of using local lore to teach moral and spiritual values to primary schoolchildren. The study described experience of creating and implementing a project-based research-based master’s degree programme at Saratov State University, aimed at training primary school teachers to use local lore materials in the educational process at school. The article reveals the structural and content components of the educational programme, the main forms and teaching methods. The article outlines the topics for student projects in the field of literary, linguistic, mathematical, and ecological local lore. We presented various methodological forms of incorporating local material in the class and extracurricular activities of younger students: compilation of interactive educational resources (books, reference books, albums, presentations, didactic problem books), preparation of quest games, virtual excursions, subject and intersubject projects. The article gives examples of cross-curricular competitions, mathematical problems with regional content. The priority area is the immersion of students (both students and schoolchildren) in the cultural environment of the city, region.
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Cheremisinova, Larisa I., and Tatyana G. Firsova. "Mastering the pedagogical potential of cultural and educational city environment: The experience of implementing project-based master’s degree programme." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 10, no. 3 (2021): 262–69. http://dx.doi.org/10.18500/2304-9790-2021-10-3-262-269.
Full textAbstract:
The purpose of the study is to present the methodological fundamentals of the development of cultural and educational environment of the city within primary education. We proved the necessity of revising training techniques for teaching culture under conditions of higher education. We explained top priority of orientation towards humanitarian, anthropological and axiological approaches to organization of mastering local lore at school and university. The cultural and educational environment of the city, i.e. the place, where a person was born, is considered as a tool for the interiorization of universal human values. The study gave reasons for importance of involving children in local lore activities at primary school age. Local lore is considered as a scientific basis for designing the content of school subjects; as a cultural training, activity aimed at learning about the heritage of one’s native city, preserving and enhancing the cultural level of the region, its inner potential; as a social activity aimed at developing civic mindedness. The article determined the possibilities of using local lore to teach moral and spiritual values to primary schoolchildren. The study described experience of creating and implementing a project-based research-based master’s degree programme at Saratov State University, aimed at training primary school teachers to use local lore materials in the educational process at school. The article reveals the structural and content components of the educational programme, the main forms and teaching methods. The article outlines the topics for student projects in the field of literary, linguistic, mathematical, and ecological local lore. We presented various methodological forms of incorporating local material in the class and extracurricular activities of younger students: compilation of interactive educational resources (books, reference books, albums, presentations, didactic problem books), preparation of quest games, virtual excursions, subject and intersubject projects. The article gives examples of cross-curricular competitions, mathematical problems with regional content. The priority area is the immersion of students (both students and schoolchildren) in the cultural environment of the city, region.
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Aisah, Prity Nur, Diana Fitria Ningsih, Alfath Rizka Nurramidhan, Aresth Cariv Kila Tangdilallo, Hardiana Widyastuti, and Arfan Damari. "Strategi Pengajaran Terpadu untuk Meningkatkan Kualitas Pembelajaran Siswa di Yayasan Perintis Pendidik Nusa Melalui Pendekatan Multidisiplin." AJAD : Jurnal Pengabdian kepada Masyarakat 5, no. 1 (2025): 118–26. https://doi.org/10.59431/ajad.v5i1.502.
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According to UNESCO, around 258 million children and adolescents worldwide lacked access to education in 2020, most of whom are in developing countries. In Indonesia, while cities like Bogor have good access to education, villages such as Benteng in Bogor Regency still face challenges in educational development, especially in subjects such as English, Mathematics, Social Studies (IPS), and Digitalization. This community service program aims to enhance education quality through interactive learning approaches, including four main programs: ELEVEN (English Learning and Vocabulary ENhancement), Back2Math (Back to Basic Math), Jelajah Duniaku, and DigiKidz. The program employs hands-on training methods, educational games, and game card method to enrich vocabulary, mathematical concepts, social insights, and digital skills. The results show significant improvement in students' academic abilities across all subjects taught. This program also produces learning modules that can be used sustainably by local teachers and communities.