In this article, the focus is on the entangled relations between digital technology, art activities, mathematics, literacy and children in Swedish preschool ateliers. As part of an ethnographic study, the researcher follows how children use digital technologies and non-digital materials (such as shells, pens, paper, wood, bubble wrap and light) to create and make the visual and aesthetic aspects of the technology seen. In the analysis of the children’s play-based and art-oriented activities in the atelier, the subjects of literacy and mathematics become visible. The analytical approach includes the use of sociocultural theory and multimodal theory, and looking at mathematics in accordance with the six organising principles described by Alan Bishop. The results show that the children’s activities with digital technology and non-digital artefacts appear to activate, expand and transform their understanding and use of literacy and mathematics.

在本文中，重点是瑞典学龄前工作室中数字技术，艺术活动，数学，识字率与儿童之间的纠缠关系。作为人种学研究的一部分，研究人员追踪儿童如何使用数字技术和非数字材料（例如贝壳，钢笔，纸张，木材，气泡包装纸和灯光）来创造和制作所看到技术的视觉和美学方面。在分析儿童在工作室的以游戏为基础和以艺术为导向的活动时，识字和数学的主题变得可见。分析方法包括使用社会文化理论和多峰理论，并根据艾伦·毕晓普（Alan Bishop）所描述的六种组织原则研究数学。