This study explored the gaming principles that fitted well in the theory of learning in good computer games and attempted to incorporate those principles into mathematics education. A qualitative dominant mixed methods approach was employed, in which qualitative interviews [eight students, six teachers and eight parents] and quantitative surveys [students, n = 174] were administered concurrently to explore the participants' thoughts and beliefs about mathematics education and computer games. Initially, gaming principles were identified and compared with the existing mathematics classroom setting. Then, a gamified approach was proposed. Data collected has indicated that the current mathematics education tends to be exam-oriented, predominantly product-focused, emphasizes drill-and-practice, without instant feedback, where mistakes are not welcomed and there is an absence of story. On the other hand, students learn differently when playing computer games. Gameplay is process-focused and involves problem-based learning, where instant feedback is provided. Computer games work on the principle of failing forward and often include stories. By applying the gaming principles into mathematics education, the authors propose mathematics education to be process-focused, problem-based, and promote an attitude of learning from mistakes, and suggest an introduction of storytelling into classroom activities.