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Affordances of Simultaneous Linking Features in a Base-10 Blocks Mathematics App for Young Children
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, , , Utah State University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Touch-screen mathematics apps are being used in homes and classrooms to support children’s mathematics learning and understanding. The purpose of this inquiry was to understand the affordances of simultaneous linking features when young children use touch-screen mathematics apps. Researchers used open descriptive coding, as well as thematic and attribute coding, to qualitatively analyze 100 children (ages 3-8), interacting with a Montessori Numbers Base-10 Blocks touch-screen mathematics app. Results indicated that certain actions hindered students’ access to simultaneous linking features. Three categories emerged around children who accessed simultaneous linking features: verification, connections, and self-correction. Children’s responses were aligned with whether their physical or verbal responses occurred before, during, or after the simultaneous linking features were accessed. Educators can help children identify and reflect on the simultaneous linking features within mathematics app to improve learning or correct misunderstandings.

Citation

Litster, K., Moyer-Packenham, P. & Reeder, R. (2018). Affordances of Simultaneous Linking Features in a Base-10 Blocks Mathematics App for Young Children. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 761-767). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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