Objective: Considering the challenges in teaching mathematical concepts, the use of educational games has gained attention as an innovative and effective tool for enhancing the learning process. The main aim of this study was to analyze the multidimensional (cognitive, emotional, social, and cognitive‑neural) consequences of educational math games on elementary students' learning from the perspective of teachers.

Methods: The present study was conducted using a qualitative approach and descriptive phenomenological method. The research population consisted of all elementary school teachers in Zanjan city during the 2024-2025 academic year, from which 16 teachers were selected through purposive sampling. Sample size was determined by the principle of theoretical saturation. Data were collected through semi-structured interviews and analyzed using descriptive phenomenological method following Colaizzi's (1978) steps.

Results: Four main themes and several sub-themes were extracted from teachers' experiences. In the cognitive domain, games led to the reinforcement of basic concept understanding, development of problem-solving skills, increased speed of mental calculations, and discovery-based active learning. In the emotional domain, a significant reduction in math anxiety, increased intrinsic motivation and self-confidence, and the formation of positive attitudes were observed. In the social domain, teamwork, improved interpersonal interactions, and a sense of responsibility were reported. In the domain of cognitive-neural processes, teachers reported improvements in concentration, long-term memory, and mental-physical coordination.

Conclusions: The findings showed that educational math games, beyond being a mere supplementary tool, serve as a transformative framework that simultaneously affects the cognitive, emotional, social, and cognitive‑neural dimensions of learning.