Exploring Mathematization Processes through Role-Playing Games

Edwin Tamayo-Martínez; Marcus Maltempi; Eva Jablonka

doi:10.5294/edu.2026.29.1.8

Authors

Edwin Tamayo-Martínez Author Universidad de Antioquia https://orcid.org/0000-0002-1109-049X
Marcus Maltempi Author Universidade Estadual Paulista (Unesp) https://orcid.org/0000-0001-5201-0348
Eva Jablonka Author Freie Universität Berlin https://orcid.org/0000-0003-1019-792X

DOI:

https://doi.org/10.5294/edu.2026.29.1.8

Keywords:

Role-playing, educational games, mathematical models, problem-solving, mathematics education

Abstract

Storytelling in role-playing games offers players the opportunity to create and immerse themselves in fictitious worlds. These worlds might include situations, objects, and environments that resemble reality. This study explores how 13 research works that utilized role-playing games to integrate mathematization processes provide learning environments for mathematical modeling. The analysis focuses on the deductive and inductive categories of mathematical statements, student and teacher interventions, and the research conclusions, contributing to the identification of patterns, regularities, and relations. These categories formed the basis for themes revealed by three insights: first, the mechanics, creation, and evolution of characters, scenarios, and narratives in role-playing games offer various possibilities for integrating mathematization processes; second, these processes can be explained by how students and teachers select the models, strategies, and procedures for problem- solving; third, the validation or interpretation of results by players and teachers is crucial for achieving a logical progression of the narrative.

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