**6. Conclusion**

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 experiences [33].
