Die invloed van wiskundespeletjies op die prestasie van wiskundeleerders in die Xhariep-distrik

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.