Resumen
Despite primary school teachers demonstrating strong preferences for using non-digital games over digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games. To address this gap, the current systematic literature review focuses on non-digital, games-based, empirical studies in the primary mathematics classroom over the past two decades from 2003 to 2022. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was employed as a guideline for the data-collection process. The review presents an analysis and synthesis of 34 manuscripts, representing 32 distinct studies. Over three-quarters of manuscripts employed quantitative methodologies and around half qualitative methodologies, whilst studies focused exclusively on student, as opposed to teacher, outcomes. Despite Australia and Indonesia being comparatively overrepresented, the studies in scope were notable for both their geographic diversity and the eclectic range of game types and structures incorporated; although they did tend to disproportionately focus on number and operations, as opposed to other mathematical content areas. Moreover, the impact of mathematical games was generally positive across the broad range of outcomes considered, suggesting that mathematical games are potentially effective for both developing mathematical proficiencies, as well as improving dispositions towards mathematics. Future research directions are discussed.