Virtual Booth

Type Developing a strong conceptual understanding of fractions is one of the most persistent hurdles in primary mathematics education. Traditional instruction often relies heavily on static worksheets, which can fail to engage students or bridge the gap between concrete objects and abstract mathematical value. To address this challenge, this study introduces an educational innovation in the form of a manipulative-based mathematics game designed for classrooms. The game utilizes custom-designed dice featuring distinct fractions on their faces. During gameplay, two to four students select a fraction die, roll it, and directly compare the resulting faces to determine the greater or lesser value. Rounds continue sequentially until the shared pool of dice is exhausted, and the student who  has  the  none or the least dice wins the match. This tactile, rule-governed structure encourages immediate peer-to-peer verification and strategic mathematical reasoning. The intervention was evaluated across diverse small-group learning environments to measure its impact on student engagement, algebraic readiness, and peer collaboration. Preliminary findings indicate that the cooperative yet competitive framework significantly lowers math anxiety while sharpening students' mental estimation of fraction magnitudes. By scaling seamlessly from pairs to small groups of four, this game offers educators a flexible,  cost -effective  tool that transforms passive rote learning into an active, collaborative social experience.
Keywords: Game-based learning, Fraction comparison, Dice mechanics, Mathematics education, Educational innovation.