This article describes and critiques a phenomenon that we identify as content agnosticism in the ?construction genre? of educational software. Our thesis is that the content agnostic position ? the assumption that any technology which supports constructionist learning theories must act as a blank slate or empty container ? has been erroneously presented as the single trajectory towards the development and implementation of constructionist technologies. We survey some of the disadvantages to the content agnostic position, ranging from violent video game formats to ways in which consumption practices perform a corporate colonization of childhood. As an alternative framework we reconsider the constructionism ? instructionism continuum as just one of two orthogonal dimensions; here both content agnostic and content aware constructionist positions are possible. We review some successful content aware design in math and computing education, and finally provide a detailed case study of Culturally Situated Design Tools (CSDTs), as an example of how constructionism can be combined with a content aware approach to math and computing software design.