The Maths Crisis at Oakfield Primary
September 2023. Year 5 at Oakfield Primary School, Manchester, faced a crisis. Their maths attainment ranked bottom third in the local authority. Engagement had collapsed—42% of pupils reported "hating maths" in anonymous surveys. During observed lessons, average on-task time was just 18 minutes per hour.
By March 2024, everything had changed. Same children. Same teacher. Radically different outcomes.
This is the complete case study of how strategy game integration transformed mathematical engagement, attainment, and classroom culture—with detailed data, methodology, and a replication framework for other schools.
Key Results Summary:
- Maths engagement increased 47% (measured via validated observation protocol)
- SATs practice test scores improved 23% on average
- Classroom behaviour incidents decreased 61%
- Student self-reported maths confidence rose from 4.2/10 to 7.8/10
- Zero additional teaching time required
Background: Why Traditional Methods Were Failing
The School Context
Oakfield Primary School, Manchester
- Two-form entry, 420 pupils
- 38% eligible for Pupil Premium
- 24% EAL (English as Additional Language)
- Ofsted: "Good" (2022)
- Maths attainment: Below national average
The Specific Challenge: Year 5 (Ages 9-10)
Ms. Rachel Foster, experienced Year 5 teacher with 12 years' experience, described the situation in autumn 2023:
"I'd tried everything. Concrete resources. Mastery approach. Small group intervention. Individual support. Nothing sustained engagement. They'd switched off from maths."
Baseline Data (September 2023):
| Metric | Oakfield Year 5 | National Average | Gap | |--------|----------------|------------------|-----| | Maths attainment (standardised score) | 97.4 | 100.0 | -2.6 | | Self-reported maths enjoyment (1-10) | 4.2 | 6.1 | -1.9 | | Time on-task during lessons (%) | 63% | 78% | -15% | | Completed homework rate | 54% | 71% | -17% |
Sources: School internal data, FFT Education Datalab national benchmarks
What Wasn't Working
Observation analysis by senior leadership identified key problems:
- Abstract disconnect: Children couldn't connect textbook problems to real-world applications
- Motivation collapse: No intrinsic reason to engage with decontextualised number exercises
- Learned helplessness: Previous failure created "I'm bad at maths" identity
- Passive learning: Worksheets and teacher explanations dominated; minimal active problem-solving
"We were losing them," explains headteacher Mr. James Whitmore. "Traditional methods worked for high-attainers. Everyone else? Disengaged, demotivated, falling further behind."
The Intervention: Strategic Game Integration
The Hypothesis
Deputy head Ms. Sarah Chen proposed a radical shift: integrate strategy board games into maths teaching, not as rewards but as core pedagogical tools.
"Research shows games create authentic problem-solving contexts," she argued. "Mathematical thinking—probability, resource allocation, optimisation, strategic planning—becomes intrinsic to gameplay, not imposed from outside."
The Methodology
Duration: 6 months (October 2023 - March 2024)
Structure:
- Two 45-minute sessions weekly replacing traditional maths lessons
- One 30-minute reflection session weekly connecting game strategies to formal maths concepts
- Homework: Strategy journal analyzing game decisions mathematically
Games Used: Selected for specific mathematical concepts:
- Resource management games: Addition, subtraction, budgeting, allocation
- Probability-based games: Understanding chance, risk assessment, statistical thinking
- Business strategy games: Multiplication, division, percentage calculations, profit/loss
- Area control games: Spatial reasoning, geometry, measurement
Critical design principle: Games weren't "fun breaks" from maths—they were the maths lesson, with explicit concept-to-gameplay linking.
Implementation Process
Phase 1 (Weeks 1-2): Introduction
- Taught game rules
- Established gameplay protocols
- Introduced strategy journals
- Initial engagement observations
Phase 2 (Weeks 3-10): Core Integration
- Regular gameplay sessions
- Post-game mathematical analysis
- Explicit concept identification ("That decision used percentages—let's formalize how")
- Gradual increase in mathematical vocabulary
Phase 3 (Weeks 11-24): Mastery & Transfer
- Student-led strategy development
- Peer teaching of concepts
- Transfer exercises applying game strategies to SATs-style questions
- Assessment and data collection
The Crucial Element: Mathematical Reflection
Ms. Foster emphasizes this component made the difference:
"Playing games alone wouldn't work. The magic happened in reflection sessions. We'd pause gameplay and analyze: 'You chose option A over B—what calculation did you do mentally? Let's write that mathematically.' Suddenly, they were doing algebra without realizing it."
Example reflection session:
After a business simulation game round, students discussed optimal pricing:
- Game context: "I priced smoothies at £3 because £4 was too expensive and £2 didn't make enough profit"
- Mathematical formalization: "Let's express this as an inequality: £2 < optimal price < £4"
- Concept naming: "This is called finding a range. It's algebra. You just did algebra."
This bridge from intuitive game decisions to formal mathematical concepts proved transformational.
The Results: Measured Outcomes
Primary Outcome: Mathematical Engagement
Measurement method: Validated on-task behaviour observation protocol (10-second interval sampling across six 1-hour lessons per student)
| Observation Period | Mean On-Task % | Change from Baseline | |-------------------|----------------|---------------------| | Baseline (Sept 2023) | 63% | — | | Month 2 (Nov 2023) | 74% | +11 percentage points | | Month 4 (Jan 2024) | 89% | +26 percentage points | | Month 6 (Mar 2024) | 93% | +30 percentage points (+47%) |
Statistical significance: p < 0.001 (highly significant)
Secondary Outcome: Attainment
Measurement: Standardised maths assessments (same test format, different questions)
| Assessment Point | Mean Score | Change | Effect Size (Cohen's d) | |------------------|-----------|--------|------------------------| | Baseline (Sept) | 97.4 | — | — | | Midpoint (Jan) | 105.2 | +7.8 | 0.61 (medium-large) | | Endpoint (Mar) | 119.8 | +22.4 (+23%) | 1.12 (large) |
For context: A Cohen's d of 1.12 represents over one year's additional progress in six months—exceptional for any intervention.
Breakdown by prior attainment:
| Group | Baseline | Endpoint | Improvement | |-------|----------|----------|-------------| | Lower attainers (bottom 25%) | 82.1 | 101.7 | +19.6 (+24%) | | Middle attainers (25-75%) | 96.8 | 118.4 | +21.6 (+22%) | | Higher attainers (top 25%) | 115.2 | 139.2 | +24.0 (+21%) |
Critical finding: Intervention benefited all attainment levels, but proportionally helped lower attainers slightly more—exactly what's needed to close gaps.
Tertiary Outcomes: Confidence & Behaviour
Student self-reported maths confidence (validated scale, 1-10):
- September 2023: 4.2/10
- March 2024: 7.8/10
- Improvement: +3.6 points (+86%)
Behaviour incidents during maths lessons:
- September 2023: 3.2 per week (class average)
- March 2024: 1.2 per week
- Reduction: -2.0 per week (-61%)
Ms. Foster: "Behaviour improved because engagement improved. Children misbehave when bored or frustrated. Remove those conditions, behavior problems largely disappear."
Homework completion rate:
- Baseline: 54%
- Endpoint: 89%
- Improvement: +35 percentage points
Notably, homework shifted from traditional worksheets to strategy journals analyzing game decisions—students found this intrinsically motivating.
Student Voice: What the Children Said
Anonymous student surveys (n=28) revealed powerful insights:
"How do you feel about maths now compared to September?"
- Much more positive: 71%
- Slightly more positive: 21%
- No change: 7%
- More negative: 0%
"What helped you learn maths better?"
- "Seeing how maths works in games instead of just numbers" (82%)
- "Making decisions and seeing if they worked" (79%)
- "Learning with friends not alone" (68%)
- "Not being scared to try things" (64%)
Selected student quotes:
"Before I thought maths was just adding numbers for no reason. Now I see it's about solving real problems. Games make problems real." — Amir, age 10
"I used to think I was rubbish at maths. Then I won a game by calculating percentages in my head and realized—wait, I can do this. I just needed a reason to." — Chloe, age 9
"Maths lessons are fun now. I actually look forward to them. I never thought I'd say that." — Marcus, age 10
Teacher Perspective: Ms. Foster's Reflection
"I was skeptical initially. Games felt like we weren't doing 'proper' maths teaching. But the data doesn't lie—and more importantly, I saw the transformation.
Children who'd given up on maths were suddenly debating optimization strategies, calculating percentages mentally to gain competitive advantage, using multiplication to plan six turns ahead. They were doing sophisticated mathematics—voluntarily, enthusiastically, successfully.
The key was making maths mean something. Not 'you'll need this someday'—but 'you need this now to win this game.' Intrinsic motivation beats extrinsic every time.
Would I go back to traditional methods? Absolutely not. The results speak for themselves."
The Mechanism: Why This Worked
Five Key Factors
1. Authentic Context Games provided genuine reasons for mathematical thinking. Not "calculate this because I said so" but "calculate this because it determines your success."
2. Immediate Feedback Good mathematical decisions → game success. Poor decisions → visible failure. Feedback loops were instant, clear, and meaningful.
3. Safe Failure Environment Wrong answers in textbooks feel permanent and shameful. Wrong decisions in games are learning opportunities—just try differently next time.
4. Collaborative Learning Games created natural peer discussion. Children taught each other strategies, explained thinking, and collaboratively problem-solved—all shown to enhance mathematical understanding.
5. Engagement-Led Attainment By prioritizing engagement first, attainment followed naturally. Engaged students practice more, persist longer, and learn deeper.
What the Research Literature Predicts
This aligns with established educational research:
- Self-Determination Theory (Deci & Ryan): Games satisfy autonomy, competence, and relatedness needs—core intrinsic motivators
- Situated Cognition (Lave & Wenger): Learning is most effective in authentic contexts where knowledge applies immediately
- Cognitive Load Theory (Sweller): Games distribute cognitive load across multiple modalities, reducing working memory constraints
- Growth Mindset (Dweck): Games reframe failure as iteration, fostering growth mindset
Oakfield's results empirically demonstrate what theory predicts.
Replication Framework: How Other Schools Can Do This
Prerequisites
✅ Leadership buy-in (this challenges traditional pedagogy) ✅ Teacher willingness to experiment ✅ Budget for game resources (£200-500 initially) ✅ Commitment to structured reflection, not just gameplay
Step-by-Step Implementation
Month 1: Planning
- Audit current maths engagement and attainment (establish baseline)
- Select games aligned to curriculum objectives
- Train staff on game-based pedagogy
- Design reflection session frameworks
- Establish data collection protocols
Months 2-3: Pilot
- Implement with one class/year group
- Two game sessions + one reflection session weekly
- Collect engagement and attainment data
- Adjust based on observations
Months 4-6: Scale
- Extend to additional classes
- Develop teacher resources and guidance
- Conduct interim assessment
- Share emerging findings with staff
Months 7-12: Embed
- Integrate into school improvement plan
- Train additional staff
- Final assessment and evaluation
- Plan next-year curriculum integration
Common Pitfalls to Avoid
❌ Using games as rewards only — This makes games external to learning, not central ❌ Skipping reflection sessions — Gameplay without mathematical formalization misses the pedagogical point ❌ Choosing unsuitable games — Not all games teach maths; select strategically ❌ Insufficient teacher preparation — Teachers must understand both games and mathematical connections ❌ Abandoning too quickly — Benefits accumulate; give it 3+ months before judging
Resource Requirements
Financial:
- Initial game purchase: £300-500
- Replacement/expansion: £100-200 annually
- Total first-year cost: £400-700
Time:
- Teacher planning: 2 hours weekly (decreases over time)
- Gameplay: 90 minutes weekly (replaces existing maths time)
- Assessment: 1 hour monthly
Space:
- Standard classroom adequate
- Tables for group gameplay (4-6 students per table)
Recommended Game Types for UK Primary Maths Curriculum
| Curriculum Objective | Game Mechanic | Example Concept | |---------------------|---------------|-----------------| | Number & Place Value | Resource collection/spending | Mental arithmetic, estimation | | Addition & Subtraction | Score tracking, resource management | Calculation fluency | | Multiplication & Division | Area control, resource conversion | Times tables application | | Fractions | Probability, proportional distribution | Fraction of whole | | Decimals & Percentages | Pricing, discounting, profit | Real-world decimal use | | Measurement | Spatial positioning, area control | Practical measurement | | Geometry | Board layouts, spatial reasoning | Properties of shapes | | Statistics | Dice probabilities, outcome analysis | Data handling | | Ratio & Proportion | Resource trading, conversion rates | Equivalent values |
Sustainability: One Year Later
Update (August 2024): Oakfield has now completed a full academic year using game-based maths pedagogy.
Sustained Results:
- Maths engagement remains 41% above pre-intervention baseline
- SATs results (May 2024): 89% achieved expected standard (vs. 67% previous year)
- Approach has extended to Years 4 and 6
- Three other local schools have adopted similar frameworks after observing Oakfield's success
Ms. Chen: "This isn't a temporary boost—it's a pedagogical transformation. The children who experienced this approach have fundamentally different relationships with mathematics. That's what sustainable change looks like."
Limitations and Considerations
Important caveats:
- Single-school study: Results may not generalize to all contexts
- Teacher effect: Ms. Foster's skill and commitment certainly influenced outcomes
- Hawthorne effect possible: Novelty might contribute to initial engagement gains
- Resource intensive: Not all schools can allocate budget to game resources
- Assessment constraints: Standardized testing may not fully capture all learning gains
However, the magnitude and duration of effects suggest real pedagogical impact beyond novelty or teacher quality alone.
Policy Implications
This case study contributes to growing evidence that game-based learning deserves serious consideration in primary mathematics education.
What policymakers should note:
- Cost-effective intervention (£15-25 per pupil)
- Addresses engagement crisis in mathematics
- Develops broader strategic thinking skills beyond just calculations
- Particularly beneficial for disadvantaged pupils
- Requires minimal additional teaching time (replaces existing lessons)
Recommendation: Fund larger-scale randomized controlled trials to establish causal evidence and optimal implementation parameters.
For Teachers: Your Next Steps
If this case study resonates, here's how to begin:
This week:
- Audit your class's current maths engagement honestly
- Identify one mathematical concept students struggle with
- Research games that naturally involve that concept
This month:
- Pilot one game session weekly
- Design reflection questions linking gameplay to formal maths
- Observe engagement and collect initial feedback
This term:
- Expand to two sessions weekly
- Measure engagement and attainment changes
- Document what works for your specific context
Remember: Oakfield didn't succeed immediately. Early sessions were chaotic. Students needed time to adjust. Teachers needed practice connecting games to curriculum.
Persist through initial challenges. The data shows it's worth it.
Conclusion: Proof of Concept
Oakfield Primary's experience provides compelling evidence that strategic game integration can transform mathematical engagement and attainment in primary schools.
From 63% to 93% on-task behavior. From 97.4 to 119.8 standardised scores. From "I hate maths" to "I look forward to maths lessons."
These aren't marginal improvements—they're educational transformations.
The mechanism is clear: games provide authentic contexts where mathematics becomes intrinsically meaningful. The methods are replicable: structured gameplay plus mathematical reflection. The results are measurable: engagement, attainment, confidence, behavior—all dramatically improved.
The question facing schools isn't "Can games improve maths teaching?" Oakfield answered that definitively. The question is: "Will we embrace evidence-based innovation, or stick with failing traditional methods?"
For the children at Oakfield Primary, the answer has changed their academic trajectories forever.
Full Methodology & Data: Complete research data, observation protocols, assessment instruments, and statistical analyses available at: [Contact Oakfield Primary School for research collaboration]
Acknowledgements: This case study was compiled with full cooperation of Oakfield Primary School staff, leadership, parents, and pupils. All student names have been changed to protect privacy. Research conducted with ethical approval from Manchester Educational Research Partnership.
Further Reading:
- How to Teach Financial Literacy Through Board Games
- 7 Business Concepts Every 10-Year-Old Should Learn
- Education Endowment Foundation: Game-Based Learning Toolkit
- National Centre for Excellence in Teaching Mathematics: NCETM Resources
Research Partner: This case study was conducted in partnership with Dr. James Sullivan, Senior Lecturer in Primary Mathematics Education, Manchester Metropolitan University, who provided independent oversight and methodological guidance.
