Abstract
There is currently an increased focus on technology and on making, pointing to new opportunities for engaging learners in constructionist practices with digital technology. In this context, we share our investigations of elementary school mathematics applications of Arduino and Chibitronics, two popular environments for making digital circuits and controlling them with code. We are especially interested in affordances typically associated with coding and more generally with computational thinking--low floor, high ceiling, abstraction, automation and dynamic modelling (Papert 1980; Wing (Commun ACM 49(3);33-35, 2006), (Philos Trans R Soc A 366(1881):3717-3725, 2008))--and how these affordances manifest themselves in making experiences with digital tangibles.
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