Number Concepts—Processes of Internalization and Externalization by the Use of Multi-Touch Technology

Ladel, Silke; Kortenkamp, Ulrich

doi:10.1007/978-1-4614-4678-1_15

Cited by 11 publications

(3 citation statements)

References 4 publications

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“…Der wechselseitige Zusammenhang zwischen elementarer mathematischer Förderung und der weiteren schulischen Bildungsbiographie wird hauptsächlich aus zwei Perspektiven intensiver beforscht. Inhaltliche Aspekte und grundlegende mathematische Arbeitsweisen werden meist aus fachdidaktischer Perspektive betrachtet (Benz, Peter-Koop & Grüßing, 2014;Gasteiger, 2010;Hellmich & Köster, 2008;Kortenkamp et al, 2014;Sarama & Clements, 2009;Schuler, 2013;Schuler & Wittmann, 2009; 1 Studien und Modelle, die sich speziell mit der Zahlbegriffsentwicklung auseinandersetzen, sind dem Kapitel 4 zugeordnet.…”

Section: Bedeutung Elementarer Mathematischer Bildungunclassified

Einsatz einer App zur mathematischen Frühförderung - Effekte auf die Entwicklung mathematischer Basiskompetenzen

Birklein¹

2020

Schriften Aus Der Fakultät Humanwissenschaften Der Otto-Friedrich-Universität Bamberg

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Section: Bedeutung Elementarer Mathematischer Bildungunclassified

Einsatz einer App zur mathematischen Frühförderung - Effekte auf die Entwicklung mathematischer Basiskompetenzen

Birklein¹

2020

Schriften Aus Der Fakultät Humanwissenschaften Der Otto-Friedrich-Universität Bamberg

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“…The recordings provided audiovisual records of the activity and participants' responses to questions, as in other research concerning activity involving children and apps [60]. Two devices, a computer camera immediately adjacent to the iPad and a wall-mounted camera, both focused on the interaction space (see Figure 5), recorded each session.…”

Section: Data Sources and Instrumentsmentioning

confidence: 99%

I Thought This Was a Study on Math Games: Attribute Modification in Children’s Interactions with Mathematics Apps

Tucker

Johnson

2017

Education Sciences

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Abstract:Technology is an increasingly important component of education. Children's mathematical interactions with technology have become a focus of mathematics education research, but less research has investigated constructs that contribute to these mathematical interactions. Attributes of children and technology play a key role in mathematical interactions and both children and technology can modify attributes during these interactions. Grounded in the Artifact-Centric Activity Theory and linked to recent developments in research on technology in mathematics education, this qualitative study extended an earlier exploratory study to investigate attribute modification. In particular, this study examined patterns of attribute modification evident during fifth grade students' mathematical interactions with two mathematics virtual manipulative touchscreen tablet apps. Results included three categories related to attribute modification: (1) reactive attribute modification (linear progression or repeated repetition); (2) unperceived attributes and opportunities for proactive modification; and (3) proactive modification (seeking equilibrium, seeking disequilibrium, or seeking equilibrium and disequilibrium). Findings have implications for designers, teachers, and researchers of educational technology.

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“…Alongside theoretical advancement towards the body, digital technology is becoming more body-oriented as well: unlike keyboard-oriented devices, multi-touch screens, augmented and virtual reality platforms, motion sensors, and gesture-recognition systems provide students with rich opportunities for embodied interactions. In mathematics education, these new technological artifacts have shown potential for enhancing students' number sense (Baccaglini-Frank & Maracci, 2015;Sinclair & Heyd-Metzuyanim, 2014), graph comprehension (Duijzer et al, 2019;Nemirovsky et al, 2013), and conceptual understanding (Duijzer et al, 2017;Ladel & Kortenkamp, 2014). Appropriation of such embodied interactive platforms, just like all other types of artifacts, requires instrumental genesis to become a part of students' mathematical activity and to contribute to students' understanding of mathematical concepts.…”

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confidence: 99%

Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system

et al. 2021

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Recent developments in cognitive and educational science highlight the role of the body in learning. Novel digital technologies increasingly facilitate bodily interaction. Aiming for understanding of the body’s role in learning mathematics with technology, we reconsider the instrumental approach from a radical embodied cognitive science perspective. We highlight the complexity of any action regulation, which is performed by a complex dynamic functional system of the body and brain in perception-action loops driven by multilevel intentionality. Unlike mental schemes, functional systems are decentralized and can be extended by artifacts. We introduce the notion of a body-artifact functional system, pointing to the fact that artifacts are included in the perception-action loops of instrumented actions. The theoretical statements of this radical embodied reconsideration of the instrumental approach are illustrated by an empirical example, in which embodied activities led a student to the development of instrumented actions with a unit circle as an instrument to construct a sine graph. Supplementing videography of the student’s embodied actions and gestures with eye-tracking data, we show how new functional systems can be formed. Educational means to facilitate the development of body-artifact functional systems are discussed.

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Number Concepts—Processes of Internalization and Externalization by the Use of Multi-Touch Technology

Cited by 11 publications

References 4 publications

Einsatz einer App zur mathematischen Frühförderung - Effekte auf die Entwicklung mathematischer Basiskompetenzen

Einsatz einer App zur mathematischen Frühförderung - Effekte auf die Entwicklung mathematischer Basiskompetenzen

I Thought This Was a Study on Math Games: Attribute Modification in Children’s Interactions with Mathematics Apps

Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system

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