Kindergarten Children’s Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis

Tucker, Stephen I.; Lommatsch, Christina W.; Moyer‐Packenham, Patricia S.; Anderson-Pence, Katie L.; Symanzik, Jürgen

doi:10.21890/ijres.328097

Cited by 13 publications

(10 citation statements)

References 24 publications

(38 reference statements)

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“…Research involving use of digital mathematics games on multitouch devices has found positive outcomes related to children's mathematics achievement (e.g. Moyer-Packenham et al 2015; Riconscente 2013), and some studies identified patterns in the interactions that may contribute to these outcomes (e.g., Watts et al 2016;Tucker et al 2017;Bullock et al 2017). However, little research has focused on the embodied mathematics that may contribute to the outcomes.…”

Section: Multi-touch Technology In Mathematics Learningmentioning

confidence: 99%

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Tucker

Johnson

2020

Math Ed Res J

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Early number sense, including subitizing and composition, is a foundation for mathematics, and bodies, especially fingers, are integral to number sense. Multi-touch technology offers innovative opportunities for developing and studying number sense, especially using conceptually congruent gestures that match the mathematics. However, there have been few investigations of the development of early number sense, particularly in embodied forms. Therefore, this mixed-methods study explores a preschooler's development of early number sense during a month of interactions with the multi-touch digital mathematics game Fingu. Key findings related to the development of early number sense include relevance of configuration and quantity, relationships among gestures and quantities, and development of estimation and precision. This research adds new perspectives to our understandings of early number sense research and practice, calling for consideration of embodiment and conceptually congruent gestures.

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Section: Multi-touch Technology In Mathematics Learningmentioning

confidence: 99%

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Tucker

Johnson

2020

Math Ed Res J

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“…In the mathematics learning process for elementary school level, instructional media (e.g. manipulatives, virtual web-based manipulative) is one of the necessary components in supporting students' understanding of mathematical thinking [8][9][10]. Instructional media is a tool designed, planned, and regulated by the educators as an introduction in delivering materials to improve the quality of the learning process and learning outcomes of students [11].…”

Section: Introductionmentioning

confidence: 99%

Edmodo social learning network for elementary school mathematics learning

Ariani

Ahmad

Prahmana

2017

J. Phys.: Conf. Ser.

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Abstract.A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.

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“…Manipulative is believed to play important role in encouraging students to learn mathematics. Some studies report that manipulatives, both concrete and virtual, have significant impact in students'achievement [10][11][12]. Manipulative provides opportunity for the students, especially in the thinking stage of operational concrete to understand a concept by supporting the process of assimilation and accommodation [6].…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, simply using manipulative does not guarantee that the learning would be effective [10]. There are many factors which must be considered in using the manipulatives.…”

Section: Introductionmentioning

confidence: 99%

“…There are many factors which must be considered in using the manipulatives. Teacher needs to consider the relevancy with material or concept [13], the goal of using the manipulative (game for fun or finding a concept) [5], the learning approach, and the students' characteristics [10]. In some cases, one or two considerations above are failed to be well understood by teacher such that the learning goals could not be achieved optimally.…”

Section: Introductionmentioning

confidence: 99%

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Characteristics of manipulative in mathematics laboratory

Istiandaru

Istihapsari

Prahmana

et al. 2017

J. Phys.: Conf. Ser.

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Abstract.A manipulative is a teaching aid designed such that students could understand mathematical concepts by manipulating it. This article aims to provide an insight to the characteristics of manipulatives produced in the mathematics laboratory of Universitas Ahmad Dahlan, Indonesia. A case study was conducted to observe the existing manipulatives produced during the latest three years and classified the manipulatives based on the characteristics found. There are four kinds of manipulatives: constructivism manipulative, virtual manipulative, informative manipulative, and game-based manipulative. Each kinds of manipulative has different characteristics and impact towards the mathematics learning.

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Kindergarten Children’s Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis

Cited by 13 publications

References 24 publications

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Edmodo social learning network for elementary school mathematics learning

Characteristics of manipulative in mathematics laboratory

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