Literaturnachweis - Detailanzeige
Autor/inn/en | Tucker, Stephen I.; Johnson, Teri Nicole |
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Titel | Exploring Development of Embodied Number Sense during Interactions with Multitouch Technology Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020). |
Quelle | (2020), (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Numbers; Computer Games; Cognitive Development; Preschool Children; Mathematics; Computer Uses in Education; Nonverbal Communication; Computation; Interaction; Preschool Education; Student Reaction Zahlenraum; Computer game; Computerspiel; Computerspiele; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematik; Computernutzung; Non-verbal communication; Nonverbale Kommunikation; Interaktion; Schülerkritik |
Abstract | Number sense is the foundation of arithmetic and algebra, yet relatively little research has deeply investigated what children do as they develop number sense. This case study provides insights into that development as it occurred during interactions with a multi-touch mathematics digital game, including conceptually congruent gestures. Findings extend and challenge extant research on number sense. (As Provided). |
Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |