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

  1. Kristy Litster, Utah State University, United States
  2. Patricia Moyer-Packenham, Utah State University, United States
  3. Rachel Reeder, Utah State University, United States
Tuesday, March 27 3:00-3:20 PM Bell

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 ...