With the aim of nourishing the discussion that has taken place during CERMEs in TWG13, we present a review of results presented in previous CERMEs about the possible roles of boardgames in developing young children's number sense. Several contributions in CERMEs have shown that difficulties related to teacher education and curriculum design emerge when analyzing the boardgames that are proposed and their management in classrooms. However, the discussion about the contribution of boardgames to preverbal number sense is still underdeveloped when compared to literature from research journals. Also, the potential of boardgames in providing challenging mathematical tasks seems still unresearched. Hence, possible future paths of research for the use of boardgames in early years mathematics emerge.