Young Children’s Learning Performance and Efficiency when Using Virtual Manipulative Mathematics iPad Apps
Patricia S. Moyer-Packenham, Jessica F. Shumway, Emma Bullock, Stephen I. Tucker, Utah State University, United States ; Katie L. Anderson-Pence, University of Colorado at Colorado Springs, United States ; Arla Westenskow, Jennifer Boyer-Thurgood, Cathy Maahs-Fladung, Juergen Symanzik, Salif Mahamane, Beth MacDonald, Kerry Jordan, Utah State University, United States
JCMST Volume 34, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Part of a larger initiation mixed methods study (Greene, Caracelli, & Graham, 1989), this paper discusses the changes in young children’s learning performance and efficiency (one element of the quantitative portion of the larger study) during clinical interviews in which each child interacted with a variety of virtual manipulative mathematics iPad apps. Researchers interviewed 100 children ages 3 to 8 using a protocol format with two pre-assessment apps, four learning apps, and two post-assessment apps. Following 30-40 minute interviews where children interacted individually with the mathematics apps, results showed that children in the Preschool group increased efficiency while maintaining performance, children in the Kindergarten group increased performance while maintaining efficiency, and children in the Grade 2 group increased their performance and efficiency in skip counting, but not in place value. Overall, children in different age groups responded in different ways to the apps and some apps had a greater influence on children’s learning performance and efficiency than others. To conduct this study, researchers created a variety of research tools that were not readily available because research on children’s interactions with iPad-based virtual manipulative mathematics apps is still in its infancy. The paper describes the processes our research team used to develop new tools for novel and unique research situations.
Moyer-Packenham, P.S., Shumway, J.F., Bullock, E., Tucker, S.I., Anderson-Pence, K.L., Westenskow, A., Boyer-Thurgood, J., Maahs-Fladung, C., Symanzik, J., Mahamane, S., MacDonald, B. & Jordan, K. (2015). Young Children’s Learning Performance and Efficiency when Using Virtual Manipulative Mathematics iPad Apps. Journal of Computers in Mathematics and Science Teaching, 34(1), 41-69. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Effective Teaching with Technology: Managing Affordances in IPad Apps to Promote Young Children’s Mathematics Learning
Emma P. Bullock, Patricia Moyer-Packenham, Jessica F. Shumway, Beth MacDonald & Christina Watts, Utah State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2648–2655
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.