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Purpose
The purpose of this paper is to explore three different types of digital environments for mathematics learning that may support mathematical play and the failure and feedback mechanics present in each.
Design/methodology/approach
Interaction analysis and the lenses of failure, feedback and mathematical play are used to analyze the mathematical interactions afforded by three different digital environments.
Findings
Each digital environment supports or restrains the potential for mathematical play through mathematical representations, failure and feedback.
Originality/value
The primary contribution of this paper is to highlight different ways in which digital failure and feedback designs can influence the emergent experience of mathematical play.
© Emerald Publishing Limited
2019
Emerald Publishing Limited
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