Mathematics teachers' perceptions of non-digital games

One of the major problems facing mathematics education in secondary school is the lack of student interest. This explains the fundamental role teachers play in classroom management and the implementation of various strategies. [Objective] The objective was to analyze mathematics teachers' perceptions of the use, effectiveness, and potential difficulties of using non-digital games in secondary school classrooms (K7-K12). [Methodology] A qualitative study was conducted, with an exploratory and descriptive scope. Data were collected through in-depth interviews with a purposive sample of four practicing mathematics teachers. [Results] It was evident that teachers consider the use of non-digital games in the classroom as a useful tool for mathematical learning, both in the acquisition of knowledge and in promoting the development of socio-emotional and interpersonal skills, contributing to the comprehensive education of students. However, they identify limitations that mainly refer to the time of implementation and creation, and the lack of institutional support in the face of the limited availability of materials and space to store them. [Conclusions] It is concluded that mathematics teachers have a positive perception towards the use of non-digital games in the classroom, considering them accessible and favorable for the teaching and learning process of students, despite the limitations.