In this article, we examine spatial inscriptions marked in real or rendered spaces, rather than on two-dimensional surfaces, conceptualize spatial inscriptions from an inclusive materialist perspective and consider realizations of spatial inscriptions that are possible with emerging technologies (e.g. 3D pens, immersive virtual reality). We then describe two cases of immersive environments that allowed learners to make and interact with spatial inscriptions. Next, we analyze how movements of participant-environment-inscription assemblages realized diagrams. Our analysis highlights how varying scale and changing perspective can become resources for doing mathematical work with spatial inscriptions.