Affordances of Simultaneous Linking Features in a Base-10 Blocks Mathematics App for Young Children

ID: 51754 Type: Brief Paper
  1. Kristy Litster, Patricia Moyer-Packenham, and Rachel Reeder, Utah State University, United States

Tuesday, March 27 3:00-3:20 PM Location: Bell View on map

Presider: Christina Lommatsch, University of Canberra, Australia

Abstract: Touch-screen mathematics apps are being used in homes and classrooms to support children’s mathematics learning and understanding. The purpose of this inquiry was to understand the affordances of simultaneous linking features when young children use touch-screen mathematics apps. Researchers used open descriptive coding, as well as thematic and attribute coding, to qualitatively analyze 100 children (ages 3-8), interacting with a Montessori Numbers Base-10 Blocks touch-screen mathematics app. Results indicated that certain actions hindered students’ access to simultaneous linking features. Three categories emerged around children who accessed simultaneous linking features: verification, connections, and self-correction. Children’s responses were aligned with whether their physical or verbal responses occurred before, during, or after the simultaneous linking features were accessed. Educators can help children identify and reflect on the simultaneous linking features within mathematics app to improve learning or correct misunderstandings.

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