**Author details**

*Early Childhood Education*

Generally African cultural games explored in this paper develop logical thinking, numeracy, problem-solving skills, measurement and spatial reasoning. The "umrabaraba" game challenges the mind into making predictions and look at probability. Numeracy that develops from "black toti and upuca" nurtures meaningful counting, and concepts such as one-to-one correspondence, cardinality and skip counting, an indication that the numeracy levels observed by [35, 36], can be aligned with this exposure. The "black toti" game demands planning, motor skills, self-regulation, teamwork and time management. These games together with others are a cultural capital to African students. When cultural capital becomes a vehicle in accessing knowledge that knowledge is owned, and the esteem of the individual is elevated [33]. Ref. [2] indicates that ownership is the key to access and esteem in learning mathematics. This paper recommends that cultural relevant pedagogy is employed if mathematics access and knowledge are really universal. Pluralism in mathematics learning is dragging, while the society is currently challenged economically in providing jobs and increasing economies. The current challenges of the globe need citizenry that uses logical thinking so as to create innovative ideas in dealing with the emerging unique challenges of the globe. All mathematics curriculum expectations for Grade R are covered and beyond in these games. The way forward is inclusion of ideas and ways of learning and teaching mathematics. Students' cultural capital should be capitalized in their learning of mathematics

I would like to acknowledge two community retired teachers Mrs. Nomfusi Klass and Ms. Nomvuyo Njovane and Ms. N Bambiso, a colleague from the University of Fort Hare for assisting with data collection in the schools. I would like to humbly thank teachers of Grade R learners in the Eastern Cape specifically in Queenstown for sharing their views about games with me during data analysis. I would also like to thank their principals for accommodating me during playtime of their youngest students and the trust they had in me. Parents in my home township showed appreciation and belief in education and trusted me with their young ones. I would like to thank them and their precious young children. In addition, I would like to thank the National Research Foundation (NRF) of South Africa for funding the study this

I have no conflict of interest to declare and have followed ethical procedurtees in

**6. Conclusion**

experiences [33].

**Acknowledgements**

paper contributed to.

**Conflict of interest**

conducting this research.

**162**

Nosisi N. Feza Central University of Technology, Bloemfontein, South Africa

\*Address all correspondence to: nfeza@cut.ac.za

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
