This research is aimed to determine the effect of game-based activities on students’ mathematical achievement compare to traditional instruction of mathematics. In the research, pre-test and post-test experimental design was used. It has been conducted with 2nd-grade students who attended a primary school. The study groups consisted of 81 students. The data were obtained within four weeks. The study was carried out with the students in the experimental group who are exposed to game-based mathematical activities whereas in the control group, some textbooks used in teaching mathematics were used. The data were obtained two worksheets and, analyzed by using a statistic program. Accordingly, no meaningful difference has been detected on success between the experiment and the control group statistically. However, the post-test mean scores of the students in the experimental group were higher than those of the students in the control group. Furthermore, the post-test means of the experimental group indicated increases compared to the pre-test. These findings show that gamified activities have a considerable impact on mathematics education and success. No meaningful difference between mathematical success and gender variable was observed.