Brain research in recent years has confirmed the previously empirical suggestion that we can facilitate students' development through a variety of board games. Brain imaging techniques have shown that certain board games can develop key brain areas for mathematical thinking, and thus logical reasoning, in the same way as maths lessons.

In our research we are trying to map out which board games can develop which mathematical skills at which ages. We also investigate how board games affect students' mathematics anxiety and motivation.

Vigotsky formulated a principle in the first half of the last century that should not be ignored today: 'If we want to develop the child's abilities and accelerate his development, we must start from the level at which the child is at the moment, i.e. the expectations must be adapted to the child's abilities and needs'.

The issues related to the practical implementation of the principle raise many interesting research topics.

In addition, I am interested in all topics related to improving the efficiency of teaching-learning processes.

Research has shown that the key to long-term knowledge is retrieval. Unless the learned material is consciously reviewed, people forget about half of the newly gained knowledge within days or weeks. Retrieval practice works against forgetting. Retrieval practice - also called test-enhanced learning - is a learning strategy where our focus is not on getting information “in”, but on getting information “out” of students’ heads. It can refer to any activity (such as questions during class, quizzes, flashcards, brain dump, and examination questions) that requires retrieving information from memory without the help of any external sources.