The problem / intent

Mathematical content is often injected artificially into games, e.g. as sugar-coating. This has a dual effect of ruining the game and alienating the mathematics. By contrast, for many mathematicians, mathematics is the game.  The context mathematical content any. Learning and Instruction [[T2:Mathematical content]]: explicit, embedded in toy and / or embedded in rules; Metaphor: participatory; Rationale: [[T2:Games as meaningful contexts for pupils to develop mathematical contents]], [[T2:Mathematical learning as a side effect of playing games]];  Educational Context any. Games Game as activity: structural components;

The pattern

1. Identify an element of the Mathematical content you wish to address in this game.
2. Find a visual, animated or tangible representation of this element which is consistent with the game metaphors.
3. Design your game so that these objects have clear Purpose and utility as game elements in the gameplay structure. 
   

The objects representing the mathematical content should have a meaningful intrinsic role in the game. Manipulating these objects can be part of the game rules or goals, or understanding them could be a necessary condition for success.
If the game includes or is followed by communication between participants, then the mathematical game pieces should become Objects to talk with.

Related patterns

Leads to: Half - baked microworld, Objects to talk with.
Follows: Bringing the knowledge into the Magic Circle, sugar-coating (anti-pattern), Missing the math (anti-pattern).
Elaborates: Knowledge-driven design.
Elaborated by: Fixing the tool, Guess my X

Notes

Examples

• In Chancemaker and Guess my garden the game pieces are representations of probability.
• In Programming Building Blocks the object of the game is to reconstruct a 3D shape from its 2D projections. The mathematical content is the focus of the game, and the objects used in the game are straightforward representations of that content.