Indigenous games are an integral component of indigenous knowledge systems. These and other games in general are usually viewed from the narrow perspective of play, enjoyment and recreation. Even though these are important, there is more to games than just the three aesthetic aspects. Analysis of games reveals complexities that are not usually considered. Some of the revelations that come fromanalysis of indigenous games are: The history and origins of the games; socio-cultural developments and contributions to societal and national activities; mathematical concepts associated with the games; possibilities and implications for general classroom - related curriculum development; clarification of misconceptions and myths related to the different game; etc. This article explores research methods that may be used when indigenous games are investigated and when mathematicsis taught in the classroom. It reflects upon and draws most of the examples from a study that was conducted on indigenous games in the Limpopo and North West Provinces of South Africa. It also suggests how these research methods may be used to explore mathematical concepts, principles and processes that are associated with various indigenous knowledge systems activities.