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Integrating programming activities into core mathematics instruction can increase children’s access to critical content. Programming gives children a language with which to express, refine, and extend their thinking. 

Abstract This article reports on an exploration of how second-graders can learn mathematics through programming. We started from the theory that a suitably designed programming language can serve children as a language for expressing and experimenting with mathematical ideas and processes in order to do mathematics and thereby, with appropriate tasks and teaching, learn and enjoy the subject. This is very different from using the computer as a teaching app or a digital medium for exploration. Children tackled genuine puzzles – problems for which they did not already have a pre-learned solution. So far, we have built four microworlds for second-graders and tested them with a diverse population of well over three hundred children. The microworlds focus on the most critical second-grade mathematical content (as mandated in state standards), let children pick up all key programming ideas in contexts that make them ‘obvious’ (to maintain focus on the mathematics) and suppress all other distractions to minimize overhead for teachers or students using the microworlds. Because children see the results of the actions they articulate (in the computer language, Snap ! ), they can evaluate their methods and solutions themselves. The feedback is purely the outcome, not happy or sad sounds from the computer. Notably, nearly all children showed intense engagement, some choosing microworlds even outside of mathematics time. Teachers spontaneously reported this as well, with special mention of children whom they found hard to engage in regular lessons. We report our experiments and observations in the spirit of sharing the ideas and promoting more research.