Examining the connections between the teaching of Mathematics and chess

Abstract

This article aims to create discussion about the connections between the teaching of mathematics and the game of chess, both of which are consolidated in the field of mathematics education. In Opening, we present a brief summary of six studies addressing this issue. These studies refer to mathematical contents as applied through chess, and skills that can be developed through the game. In Half Game, we discuss these associations as they relate to Ludwig Wittgenstein’s theory, as pertains to language and the refusal of essence. This allows us to envision math and chess as different language games, yet games that are related. We also incorporate the ideas of Michel Foucault to elucidate the connections between chess and mathematics, as they pertain to mathematics education. In End Game, we present further evidence of the relationship between mathematics and chess, but these concepts lose their relevance in the context of language games. Our findings do not reject the teaching of chess in school, but support the connection that exists between the game of chess and mathematics, and its potential for value in the classroom.