In this paper we report on early findings from a project in which we developed a methodology to elicit young students‘ thinking about mathematics. We describe the use of iPad diaries to collect data so as to better understand students‘ experiences of mathematics, from three economically and socially distinct schools, at two key junctures - Year 3 and 6. This paper focuses on the unique methodology we developed over three iterations and on the student attitudinal comments regarding mathematics as these give significant insights into the experiences and possibilities for mathematics education of young learners. This project explores a methodology that enables learners to recount experiences, feelings, emotions or thoughts in relation to their mathematics learning. Modifying a 'Big Brother‘ methodology by using iPads, students were able to enter a neutral space set up in the school to talk freely (to the iPad) about their experiences. This method sought to elicit the experiences of young learners in ways that would allow researchers access to their ―true‖ feelings, at least insofar as they were prepared to discuss them. Recognising that interviews or surveys, can produce biased results, the electronic diaries approach offers a more robust and reliable account of students‘ lived experiences (Buchwald, Schantz-Laursen, & Delmar, 2009) and provides greater opportunity for students to discuss any aspect of mathematics they chose (Di Martino & Zan, 2010; Larkin & Jorgensen, 2015).