有不少研究发现学生的数学态度与学生的学习成绩密切相关，数学态度在一定程度上能预测学生的数学成绩，提高学生的数学态度不仅对学生当前的数学学习，也对学生未来的数学发展有重要意义。数学游戏作为蕴含数学知识，体现数学思想的智力活动，能设计成学生感兴趣的学习内容，在活动过程中丰富学生对数学学科的认识，增强学生学习数学的兴趣，提高学生的数学态度，以此为出发点，笔者采用实验研究、问卷调查、访谈等方法探究 Hex 游戏对初中生数学态度的影响。
针对以下问题：初中生的数学态度现状如何？初中生是否对数学游戏产生兴趣？数学游戏学习对学生的数学态度有何影响？本研究采用量化和质性相结合的方法展开讨论，本文主要分为游戏分析和教学实验两个部分。在游戏分析部分，全面挖掘 Hex 游戏中蕴含的数学知识和思想，基于对游戏基本原理的分析和理解，选取有趣的，且学生能理解的内容，设计数学游戏课程，开展教育实验研究Hex 游戏对学生数学态度的影响。在教学实验环节，采用改编的初中生数学态度量表，对山东青岛某公立学校的初一学生进行前后测调查，以了解初一学生数学
态度现状，及数学游戏对学生数学态度产生的影响。并使用自编量表测量学生对数学游戏课程的兴趣和倾向性，使用 SPSS 统计软件对有效的问卷数据进行处理和分析。另外，结合上课表现和问卷结果，针对性的选择两名同学进行访谈，进一步探究学生数学态度产生变化的原因，最后得到的研究结论如下：
(1)现状方面：初中生数学态度整体水平良好，总的来说，学生的学科态度略优于学习态度，在子维度中，学生在有用性和学习动机维度表现较好；男女生之间的数学态度不存在显著差异，男生的学习情感情绪比女生更积极，但女生的数学观和数学学习习惯优于男生；在对不同成绩水平的学生数学态度的对比中发现，数学态度得分越高的学生，其数学成绩也越好。
(2)数学游戏的影响方面：整体来看，初中生对数学游戏课程有较积极的态度，课程带给大多数初中生愉悦轻松的学习体验，但部分学生对游戏探索过程能否促进自身数学能力的发展存疑。量化结果显示，课程前后初中生数学学习的学科态度和数学态度有显著性差异，得分均有所提高。一级指标中，学科态度的上升幅度略大于学习态度；二级指标中，愉悦性和倾向性的上升幅度最大。研究表明学生学习态度变化的性别差异不明显，而在不同分数等级的学生上有变化差异，成绩中等的学生的数学态度的提升幅度是最大的。
（3）根据访谈内容，认为采用自主探究、小组合作的教学方法，带有竞争性质的教学环节的数学游戏课程对有较积极数学学习情感体验和有较强数学学习倾向性的学生的影响更明显，能有效激发学生的学习兴趣和探究欲望；但本身数学学习积极性不强，自主学习的学习动机不强的学生并不能很好的适应这种教学形式和内容。

针对以上结论，笔者从数学游戏课程的内容、教学模式和评价方式，及学生的个别差异等角度提出利用数学游戏培养学生数学态度的建议。

Many studies have found that students' mathematical attitude is closely related to students' academic performance, and mathematical attitude can predict students' mathematical performance to a certain extent. Improving students' mathematical attitude is of great significance not only for students' current mathematical learning, but also for their future mathematical development. As an intellectual activity containing mathematical knowledge and reflecting mathematical thoughts, mathematical games can be designed as learning content that students are interested in. In the process of activities, students' understanding of mathematics can be enriched,their interest in learning mathematics can be enhanced, and their attitudes towards mathematics can be improved. So the author used questionnaire survey and experimental research to explore the effect of Hex game on junior high school students' attitude towards mathematics. 
What is the current situation of middle school students' attitudes attitude towards mathematics? Are middle school students interested in math games? What is the influence of Mathematical game Learning on students' attitude towards Mathematics? This study adopts a combination of quantitative and qualitative methods to attempt to answer the above questions. This article is mainly divided into two parts: game analysis and teaching experiment. In the game analysis section, mathematical knowledge and ideas contained in Hex games are comprehensively explored. Based on the analysis and understanding of the basic principles of games, interesting and understandable contents are selected to design mathematical game courses and carry out educational experiments to study the influence of Hex games on students' mathematical attitudes. In the teaching experiment, the adapted mathematical attitude scale of junior high school students was adopted to conduct a pre-and post-test survey on junior high school students in a public school in Qingdao, Shandong Province, in order to understand the current situation of junior high school students' mathematical attitude and the influence of mathematical games on students' mathematical attitude. The self-designed scale was used to measure students' interest and tendency in mathematical game courses, and SPSS statistical software was used to process and analyze the effective questionnaire data. In addition, based on class performance and questionnaire results, two students were selected for interviews to further explore the reasons for the changes in students' attitudes towards mathematics. Finally, the research conclusions are as follows:
(1) Current situation: the overall level of junior high school students' mathematical attitude is good. In general, students' academic attitude is slightly better than their learning attitude. Among the sub-indicators, students' performance is better in the dimension of usefulness and learning motivation. There is no significant difference in mathematical attitude between male and female students. Male students' learning emotion is more positive than female students, but female students' mathematical view and mathematical learning habit are better than male students. In the comparison of students' attitude towards mathematics, it is found that the higher the score of students' attitude towards mathematics, the better their mathematics performance. 
(2) The influence of math games: on the whole, junior high school students have a positive attitude towards math game courses, which bring most junior high school students pleasant and relaxed learning experience, but some students doubt whether
the game exploration process can promote the development of their math ability. The quantitative results show that there are significant differences in subject attitude and mathematical attitude of junior high school students before and after the course, and their scores have been improved. Among the first-level indicators, the increase of academic attitude is slightly greater than that of learning attitude. Among the secondary indexes, pleasantness and inclination increased the most. The research shows that there is no significant gender difference in the change of students' learning attitude, but there is a difference in the change of students at different grades. Students with medium grades have the biggest improvement in their math attitude.

(3) According to the interview content, it is believed that using the teaching methods of independent inquiry and group cooperation, the mathematics game course with competitive teaching links has more obvious influence on students with positive emotional experience of mathematics learning and strong mathematical learning tendency, which can effectively stimulate students' learning interest and desire for inquiry; However, students with low enthusiasm and motivation for independent learning cannot adapt to the teaching form and content.

In view of the above conclusions, the author puts forward some suggestions on how to use mathematical games to cultivate students' mathematical attitude from the perspectives of the content, teaching mode and evaluation method of mathematical games course, as well as the individual differences of students.