Videogames are becoming a topic of interest in mathematics education. However, research in the field does not seem to clearly highlight the role that a videogame environment has in supporting teachers in promoting teaching-learning processes. The aim of this paper is to analyse how a videogame for learning can support a teacher in scaffolding relational thinking during whole-class discussions. We observed that the videogame does not explicitly seem a benchmark for offering scaffolding interventions, but the teacher states that observing students playing is relevant for orchestrating discussions, especially in anticipating and monitoring students' processes during the classroom activities.