Games are increasingly used to address math anxiety, but their effectiveness remains uncertain due to the complexity of its causes and the challenges of achieving both short-term and long-term impact. Most math games focus on mathematical learning, often neglecting players’ emotional needs, highlighting the necessity for specially designed interventions. This study explores the dual role of teachers in mathematics learning, encompassing both knowledge transmission and emotional support, based on in-depth interviews and classroom observations. Findings reveal multimodal interaction patterns in teacher-student dynamics, integrating sensory and emotional elements. Using the fifth-grade “Fractions” chapter as a basis, this study proposes a game design framework for math anxiety intervention. The framework combines the MDA model, embodied design principles, and visual representation, emphasizing emotional-intellectual interaction and embodied symbolic representation to create structured, game-based solutions for mitigating math anxiety and improving learning outcomes.