Learning, Healing, Growing: The Role of Mathematics in Logotherapy for Vulnerable Children

​[[{“value”:”

CC-BY, provided by author

In modern education, emphasis is placed on the holistic development of the child, particularly children who have experienced traumatic events and children with disabilities. In this context, an important role is played by the psychotherapeutic approach of logotherapy, which is based on the idea that the search for meaning is the fundamental human motivation that drives us. According to its founder, Dr. Viktor Frankl, giving one’s own time and knowledge becomes a path toward personal and collective healing for both teachers and children. The integration of mathematics and logotherapy has proven to be a valuable approach, as it helps children build a sense of security, discover meaning, and awaken their inner strength.

The synergy between mathematics and logotherapy was achieved through mathematics workshops organized by the association Women’s Help Now (“Ženska pomoć sada”), intended for women and children exposed to trauma and disrupted family relationships. These workshops created a safe environment for rebuilding trust, while mathematics became a key tool for connection and therapeutic engagement. Children had access to various activity centers, with a particular focus on mathematical games and tasks.

Games to foster fun and cooperation

Among the activities, the game Nim stood out as a strategic two-player game based on combinatorics, encouraging logical thinking and planning. Another activity was Dominoes in several variations: a domino chain (matching a task with its correct solution) and fraction dominoes (connecting visual and numerical representations of fractions). The game “Crazy Turtles” consisted of a nine-card puzzle in which children had to match the head and tail of turtles of the same color to form a square, thereby developing combinatorial thinking and spatial perception.

Particularly successful was the game “Skočko”, which integrates arithmetic operations within the set of natural numbers. Children drew mathematical tasks and, using numbers placed on the floor, identified mathematical concepts such as sum, difference, product, and quotient, including tasks involving parentheses. The goal was to reach the finish line as quickly as possible while working in competitive teams. The game proved highly effective, as children arrived at solutions through movement, laughter, and cooperation.

CC-BY, provided by author

When working with a geoboard, upper-grade primary school students calculated the perimeter and area of polygons. Through observation, counting the spaces between pegs, and visualization, they determined how to divide figures into familiar shapes. In doing so, they developed analytical thinking and experienced a sense of achievement.

CC-BY, provided by author

Volunteering with the Down Syndrome Association

Volunteering with the Down Syndrome Association further confirms this connection between mathematics and logotherapy. Workshops are held every two weeks with the aim of learning mathematical concepts, developing motor skills, and strengthening self-confidence. Children created and named geometric solids, thereby developing fine motor skills, hand-eye coordination, and visual-spatial abilities.

A particularly successful activity was the game “Number Hunt.” The children were divided into two groups, while numbers from 0 to 10 were placed on the floor. They drew tasks from a box, solved them using Numicon tiles, and then hopped to the correct answer. This activity integrated cognitive, motor, and social aspects of learning while encouraging cooperation and fostering a sense of accomplishment.

CC-BY, provided by author

In this context, the role of the mathematics teacher extends beyond instruction and becomes one of support through the creation of a safe and encouraging environment. Mathematics thus proves to be a means of connection, empowerment, and recovery, helping children develop security, self-confidence, and joy in learning.

“Society is not healthy, but it is healable.” — Viktor Frankl

About the author

Ružica Mikić is a mathematics teacher with 13.5 years of experience. She is also a mentor at the Lučko Primary School in Zagreb, Croatia. She graduated from the Faculty of Science (Department of Mathematics) of the University of Zagreb. She enjoys sharing her knowledge with students, organizes various workshops and seminars aiming at popularizing mathematics in schools.

The post Learning, Healing, Growing: The Role of Mathematics in Logotherapy for Vulnerable Children appeared first on Scientix blog.

“}]]