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).

Autor/inn/en	Tucker, Stephen I.; Johnson, Teri Nicole
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01