Teaching grade 6 mathematics towards developing students’ mathematical communication competence through learning games with the support of digital tools

Abstract

The results of the study indicate that students’ mathematical communication competence improved after the implementation of lessons integrating learning games and digital tools. The increase is evident not only in test scores but also in classroom behavior, where students participated more actively, explained their thinking more clearly, and engaged more frequently in discussion. What stands out is not just the level of improvement, but the way it happened. When students were placed in situations that required interaction, supported by tools that allowed everyone to participate, communication became a natural part of learning rather than a separate objective. This suggests that developing communication competence depends heavily on how learning activities are designed. The findings provide a practical direction for teaching mathematics in lower secondary education. Integrating game-based activities with digital tools can create a learning environment that encourages students to express ideas, listen to others, and refine their thinking through interaction. At the same time, the study was limited to one group of 65 students and a relatively short intervention period. Further work could extend the duration, involve more schools, or compare different teaching approaches to better understand long-term effects. Even with these limitations, the findings still offer useful initial evidence that this approach can be applied effectively in the context of Tuyen Quang province.