In this paper we argue that a well structured robotics inquiry can lead to what Pirie and Kieren (Educ Stud Math 26:165–190, 1994a; Learn Math 14:39–43, 1994b) called growth in mathematical understanding. In particular we offer that such structuring is a means to encourage processes of syntonic appropriation as introduced by Papert (Mindstorms: children, computers, and powerful ideas. http://worrydream.com/refs/Papert-Mindstorms1st ed.pdf, 1980). We start with the observation that some mathematical concepts are introduced to learners in ways that are disassociated from learners’ bodies, experiences and/or culture(s). In our work students, teachers, researchers, tasks and technologies are dynamically coupled and provide feedback to each other.