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The article reports and discusses a long-term qualitative study of forty 8-10-year-old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the pedagogical principles that underlie the game and (ii) the playing practice in terms of what actually takes place when students play the math game during regular math lessons. The article discusses indications of matches and mismatches between pedagogical principles anddoi:10.1111/j.1365-2729.2010.00380.x fatcat:yijlvu53ljgmzd7z2yafh55l74