English: The purpose of this study was to establish whether the use of mathematical games as an alternative, informal teaching method could improve the performance (achievement) levels in mathematics or not. Philosophical viewpoints of earlier as well as more contemporary researchers regarding teaching and learning were consulted in order to strengthen motivation for the use of mathematical games in the classroom. The intervention, during which learners were exposed to mathematical games, took place over a period of six months. During the study the impact that games have on cognitive factors, namely knowledge and skills, as well as affective factors, like fear for mathematics (mathematical anxiety), self-concept and motivation of learners, were investigated. Quantitative data was analyzed statistically in order to establish the significance of changes. Qualitative data, obtained from observations and interviews, was used in the triangulation process, The use of mathematical games as an alternative, informal method of teaching not only improved cognitive development in learners, but also had a positive influence on their affective development. Their self-concept improved, their fear for mathematics diminished and their motivation to be involved in mathematics increased. Play, as one of the didactic fundamentals, should be acknowledged in the new curriculum. The study has proven that mathematical games, used as an alternative, informal method of teaching, can be used in the mathematics classroom with success in order to improve the performance (mathematical achievements) of learners.
Afrikaans: Die doel van die studie was om vas te stel of die gebruik van wiskundespeletjies as alternatiewe, informele onderrigmetode die prestasievlakke in wiskunde kan verbeter al dan nie. Kognitiewe sowel as affektiewe faktore wat ‘n direkte invloed op die prestasievlak van leerders in wiskunde het, is ondersoek. Filosofiese sieninge van vroeëre tot meer hedendaagse navorsers oor onderrig en leer, is gebruik ten einde sterker motivering te verleen vir die gebruik van wiskundespeletjies in die klaskamer. Die intervensie waartydens wiskundespeletjies gespeel is, is oor `n tydperk van ses maande aangebied. In die studie is ondersoek ingestel na die impak van die speletjies op kognitiewe faktore, naamlik kennis en vaardighede, sowel as affektiewe faktore, soos wiskunde-angs, selfkonsep en motivering van leerders. Kwantitatiewe data is statisties geanaliseer ten einde die beduidendheid van die veranderinge te kon bepaal. Kwalitatiewe data, verkry uit waarnemings en onderhoude, is in die triangulasie-proses gebruik. Deur van wiskundespeletjies as alternatiewe, informele onderrigmetode gebruik te maak, het nie net kognitiewe ontwikkeling van die leerders plaasgevind nie, maar ook affektiewe ontwikkeling. Leerders se selfkonsep het verbeter, hulle wiskunde-angs het verminder en die leerders se motivering om by wiskunde betrokke te wees, het toegeneem. Spel, as een van die didaktiese grondvorme, moet tot sy reg kom in die nuwe kurrikulum. Die studie het bewys dat wiskundespeletjies as alternatiewe, informele onderrigmetode met sukses in die wiskundeklaskamer gebruik kan word ten einde verbetering van leerderprestasie in wiskunde te bewerkstellig.