This dissertation examines the digital game-based learning experiences of historically underserved students in their elementary mathematics classes. Using the Digital Math Game-Based Experience Framework, I describe their experience in terms of the mathematical proficiency gains, cultural models of high functioning digital math game players, and preferences in game aesthetics. In a pilot study, I found that students' mathematical proficiency increased compared to students who did not play. The follow-up study revealed that among historically underserved students who play a cognitively challenging digital math game, girls showed higher gains in mathematical proficiency, eliminating differences that existed before game play. Unlike widely held cultural models of gamers in media and gaming research, the students held images of high-functioning digital math game players with a wide range of physical characteristics. Students also responded positively to the game aesthetics. Implications for educators and game designers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]