LAUSR

Digital game-based learning (DGBL) refers to the development and use of digital games (e.g., computer games) for educational purposes (Prensky, 2001). A DGBL activity is an activity engaging students in the process of problem solving or knowledge acquisition (Huang et al., 2010; Hwang et al., 2013). Empirical studies have suggested that the use of digital games in mathematics education is an innovative teaching method that yields abundant benefits (see also Kirikkaya et al., 2010 for a review). First, DGBL increases students’ motivation and enthusiasm toward mathematics and helps transfer this positive attitude to learning both inside and outside the class (Becker, 2001; Cai et al., 2006; Ke and Grabowski, 2007; Ke, 2009). Second, DGBL enhances students’ knowledge building by facilitating teacher-student interaction or peer collaboration (e.g., teacher’s instant feedback, peer assistance in games), free from the constraint of time and place (White and McCoy, 2019). Third, DGBL enhances students’ learning by giving them a sense of control and achievement as they can progress through the game at their own pace, significantly raising their confidence in mathematics learning (Ku et al., 2014; Hulse et al., 2019). Overall, the use of digital games has been proved to be instrumental in teaching mathematics at the K-12 level based on its technological functions. Nevertheless, DGBL of mathematical concepts needs to be further developed, as this technologyenhanced tool still cannot meet the complex demands of K-12 mathematics teaching. In particular, mathematics questions include the recounting of problem-solving procedures, describing a mathematical property, explaining a mathematical solution, or arguing a mathematical proof (Schleppegrell, 2004), all of which involve meaning making, and need teachers to help students understand the relationship between language (e.g., vocabulary and grammar) and meaning. However, many mathematics teachers are not familiar with the relationship between language and meaning (Accurso et al., 2017) and may feel puzzled about how to connect them when using DGBL. In addressing these problems, this paper recommends using SFL, a meaning-making approach which connects language and meaning, to guide the teaching of mathematical concepts in DGBL classroom. Deconstructing a mathematical question using the linguistic methods prescribed by SFL may help create effective DGBL tools which help divide the teaching of those concepts in