Francis, KristaKhan, Steven2021-06-17Francis, K., & Khan, S. (2020). Syntonic Appropriation for Growth in Mathematical Understanding: An Argument for Curated Robotics Experiences. Mathematics in Mind, 143–169. doi:10.1007/978-3-030-59177-9_10978-3-030-59177-9http://hdl.handle.net/1880/113504In 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.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.© Springer Nature Switzerland AG 2020book chapterhttps://doi.org/10.1007/978-3-030-59177-9