ABSTRACT
Today there is both a presumption and an antagonism about the connection between digital technology and children's learning. This chapter investigates what happens when teacher-researchers invite a group of children to an activity with the aim of providing children experiences with mathematics. It provides the description of explorative activities to illuminate how children and teachers can explore a mathematical problem together. The case study in the chapter explains how the teacher-researchers created activities characterised by endurance and how the children contributed to the activity with motives and curiosity for explorative activities. Friedrich Frobel recognised the importance of the activity of the child in play and learning. The chapter develops knowledge about children's use of and explorations with tablets with touch screens, particularly in relation to material for construction and mathematical understanding and learning. It explores the situation where children, together with kindergarten teachers and researchers, are exploring new artefacts.
