opponents; a are governed by a set of rules and have a clear underlying structure; normally have a distinct finishing point; ave specific mathematical cognitive objectives. Benefits of Using Games The advantages of using games in a mathematical programme have been summarised in an article by Davies (1995) who researched the literature available at the time. Meaningful situations - for the application of mathematical skills are created by games Motivation - children freely choose to participate and enjoy playing Positive attitude - Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, through reducing the fear of failure and error; Increased learning - in comparison to more formal activities, greater learning can occur through games due to the increased interaction between children, opportunities to test intuitive ideas and problem solving strategies Different levels - Games can allow children to operate at different levels of thinking and to learn from each other. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidating previously learned concepts Assessment - children's thinking often becomes apparent through the actions and decisions they make during a game, so the teacher has the opportunity to carry out diagnosis and assessment of learning in a non-threatening situation Home and school - Games provide 'hands-on' interactive tasks for both school and home Independence - Children can work independently of the teacher. The rules of the game