![]() Opportunities for teachers to share and reflect on their experiences, their current practices, and their visions of teaching. The study concluded that developing craft knowledge and a vision for using cultural games in mathematics teaching requires extensive educational Link between indigenous mathematics as expressed in the philosophy of the curriculum and the use of games as an expected teaching tool. The study showed that teachersappear to have rich personal experiences with games but minimal educational experiences (beyond primary) and practical experiences with cultural games. While narrative analysis was applied to qualitative responses. Descriptive statistical analysis was applied to the quantitative data The cultural games after seemingly losing their interest locally, especially in schools, do not appeal to outsiders. ![]() Using a questionnaire consisting of 29 closed and open-type questions and in-depth informal conversation interviews (IDICIs), participants’ quantitative and qualitative responses on their experiences with games in school were explored. ![]() In the study, 156 certificated primary school teachers in the Upper West Region of Ghana in both rural and urban settings were surveyed. The study investigated primary school teachers’ experiences with games as curriculum resources for teaching mathematics in Ghana.
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