Mathematics learning can be reinforced through specific activities such as games that include numerical content. Numerical games have been developed for this purpose, showing that both digital games (Moyer-Packenham, et al., 2019) and physical material such as board games (Gasteiger and Moeller, 2021) are useful. However, recent games that combine digital and physical characteristics such as hybrid games seem to be promising, since this type of game combines the benefits of both modalities (Mora, Fagerbekk, Monnier, Schroeder and Divitini, 2016). In the present study we designed and tested an intervention program to compare the impact of both types of games on mathematical learning. The program was applied to 268 children between 5 and 6 years of age in the city of Montevideo. Children were assigned to one of the three conditions: digital, hybrid and a business as usual condition (BAU). The results show a significant improvement in the experimental groups (digital and hybrid) compared to the BAU in their mathematical abilities. However, when comparing the experimental groups, the results show greater advances in the hybrid game condition. This could suggest that the social interaction generated in hybrid games could be an important factor in the learning of mathematical concepts at these ages.