Abstract
<jats:p>This chapter examines how escape-room-based digital tasks function as socio-cultural learning environments supporting collaborative mathematical participation among fourth-grade students. Nine student groups worked collaboratively on Code.org tasks involving angles, direction, geometric shapes, and spatial reasoning. Data were collected through video recordings, field notes, and focus group interviews and analyzed using inductive thematic analysis. Findings revealed four interconnected dimensions of collaborative activity: participation structures, iterative experimentation, artefact-supported regulation, and planning-oriented reasoning. Despite using the digital platform for the first time, students successfully coordinated actions, predicted directional outcomes, and constructed geometric shapes collaboratively. The chapter demonstrates how escape rooms can be intentionally designed to support spatial reasoning, shared dialogue, and participation-rich mathematics learning environments.</jats:p>