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 and previously acquired processes are maintained through motivating practice.
At the same time, an element of chance ensures 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 learning 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 toother players, talking 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 then learn from one another as much as from the structured
activities through sharing the method of play, consequences and needs of the game. Thus, instructional
games provide a unique opportunity for integrating the cognitive, affective and social aspects of learning
mathematics (Pulos & Sneider, 1994).