Games, then, contribute to teaching and learning by providing a context in which mathematical concepts can be built up and
consolidated.An ability to solve problems is enhanced when the discovery and use of strategies is required is and previously acquired processes are maintained through motivating practice. At the same time, an element of chance that each player has an opportunity to win and build self-esteem, so that games themselves are seen as fun, not only providing motivation but also ensuring the full engagement on which constructive leaning depends. Social interactions conducive to learning are also fostered as children learn that without cooperation a game may not proceed and there will certainly not be any chance of winning. Listening to other players, tanking about what is happening and even assisting others to understand and complete the tasks involved in the game come to be seen as critical playing behaviours. Students can than learn from one another as much from the structured activities through sharing the method of play, consequences and of the game. thus, instructional games provide a unique opportunity for integrating the cognitive, affective and social aspects of learning mathematics(Puios and Sneider, 1994)