Francis, KristaDavis, Brent2018-10-092018-10-092018-09-17Francis, K., & Davis, B. (2018). Coding Robots as a Source of Instantiations for Arithmetic. Digital Experiences in Mathematics Education. doi:10.1007/s40751-018-0042-72199-3254http://hdl.handle.net/1880/108805https://link.springer.com/article/10.1007%2Fs40751-018-0042-7With louder and more widespread calls to include computer programming as a core element of school curriculum, global efforts to define innovative and distinct coding curricula are underway. We take a different tack in this paper, one oriented by an investigation of the common ground between learning to program and learning mathematics. We observed 9- and 10-year-olds as they learned to build and program Lego Mindstorms EV3 robots over 4 days, attending in particular to the ways that programming robots to move might support the development and integration of powerful instantiations of number, arithmetic and multiplication. Our findings suggest that children’s understanding of number, and their transitions from additive to multiplicative thinking, can be powerfully supported by engaging in practical tasks rather than practice exercises.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.RoboticsCodingElementary mathematicsInstantiations of arithmeticMetaphorVideo analysisjournal article10.1007/s40751-018-0042-710.11575/PRISM/35658