Eliciting Preschoolers' Number Abilities Using Open, Multi-Touch Environments

Autor/inn/en	Baccaglini-Frank, Anna; Carotenuto, Gemma; Sinclair, Nathalie
Titel	Eliciting Preschoolers' Number Abilities Using Open, Multi-Touch Environments
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.779-791 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baccaglini-Frank, Anna) ORCID (Sinclair, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01144-y
Schlagwörter	Preschool Children; Mathematics Skills; Numeracy; Number Concepts; Computer Uses in Education; Computer Oriented Programs; Affordances; Educational Technology; Handheld Devices; Computation; Learning Strategies + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Number concept; Zahlbegriff; Computernutzung; Computerprogramm; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Research has highlighted the potential of digital technology to support the development of children's number sense abilities. However, the main focus of such research has been on apps affording directed interactions, where only one solution strategy is available, and it has targeted mostly cardinality. Little is known, in these terms, about task design and implementation in more open environments where several different solution strategies are available. To explore this direction, we chose to study "TouchCounts," an open environment that combines multi-touch affordances with aural, visual and symbolic ones as well. Using tasks that were designed to address different number sense abilities, we experimented with 4-year-old preschoolers. In this paper we present two tasks, their expected potential with respect to strengthening number sense abilities, and analyses of data collected during the preschoolers' interactions with "TouchCounts." The analyses reveal that the children used different strategies in response to the two tasks, and that a broad range of abilities related to number sense were elicited, including both cardinality and ordinality. An important contribution of this study is also a theoretical framework capable of identifying children's learning in a multi-touch environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01