Francis, KristaDavis, Brent2021-06-172021-06-172020Francis, K., & Davis, B. (2020). Computational thinking and experiences of aritimetic. In the Proceedings of the Online Seminar Series on Programming in Mathematics Education, Ontario. Available http://mkn-rcm.ca/online-seminar-series-on-programming-in-mathematics-education/http://hdl.handle.net/1880/113498https://dx.doi.org/10.11575/PRISM/38925In this paper, we discuss how students experienced number while learning to program their robot to move. First, we will provide overview of the context and the research by describing a task used to develop conceptions of “number.” Then, we will introduce two discourses from the cognitive sciences that orient the work: Conceptual Metaphor Theory (Lakoff & Nuñez, 2000) and Conceptual Blending Theory (Fauconnier & Turner, 2003). Finally, we will analyze an interaction among two students and their teacher as they tacitly negotiate meanings of number that are appropriate to the task of programming their robot to move forward 100 cm. Our analysis suggests that computational settings may afford rich settings for experiencing and blending distinct instantiations of a range of number concepts in manners that support flexible and transferable understandings.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.© 2020 The AuthorsProgramming robotnumberGrade 4elementary mathematicsconference paper430-2017-00088