Action-Based Digital Tools: Mathematics Learning in 6-Year-Old Children

Autor/inn/en	Dejonckheere, Peter J. N.; Desoete, Annemie; Fonck, Nathalie; Roderiguez, Dave; Six, Leen; Vermeersch, Tine; Vermeulen, Lies
Titel	Action-Based Digital Tools: Mathematics Learning in 6-Year-Old Children
Quelle	In: Electronic Journal of Research in Educational Psychology, 12 (2014) 1, S.61-82 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Mathematics Instruction; Number Concepts; Elementary School Mathematics; Numeracy; Mathematics Skills; Thinking Skills; Mathematical Logic; Active Learning; Psychomotor Skills; Predictor Variables; Cognitive Ability; Foreign Countries; Experimental Groups; Control Groups; Computer Games; Intervention; Pretests Posttests; Gender Differences; Multivariate Analysis; Educational Technology; Error Patterns; Belgium + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Elementare Mathematik; Schulmathematik; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Mathematical logics; Mathematische Logik; Aktives Lernen; Psychomotorische Aktivität; Prädiktor; Ausland; Computer game; Computerspiel; Computerspiele; Geschlechterkonflikt; Multivariate Analyse; Unterrichtsmedien; Fehlertyp; Belgien
Abstract	Introduction: In the present study we used a metaphorical representation in order to stimulate the numerical competences of six-year-olds. It was expected that when properties of physical action are used for mathematical thinking or when abstract mathematical thinking is grounded in sensorimotor processes, learning gains should be more pronounced in children with stronger motor capacities than in children with rather low motor capacities. Method: Thirty-four first grade children with a mean age of 6 years and 6 months participated in the experiment with a pre and posttest design. Therefore mouse handling precision, gross and fine motor performances and number line estimation was administered before and after the intervention with a digital number line. Results: In contrast to what was expected, children that performed below the median in a gross motor task benefitted significantly "more" from the intervention compared to children with scores above the median for such gross motor tasks. Discussion and Conclusion: These results do not only highlight the relationship between motor development and math learning but they also show that children with lower motor capacities are possibly more in need of a strong physical appearance whereby the possibilities for action are clearly visible, even in digital tools. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10