Down for the Count: Kindergartners' Number Sense during Interactions with Multitouch Technology Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/inn/en	Tucker, Stephen I.; Smith, Lindsey E.
Titel	Down for the Count: Kindergartners' Number Sense during Interactions with Multitouch Technology Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Numeracy; Teaching Methods; Mathematics Instruction; Educational Technology; Nonverbal Communication; Computer Software; Computer Assisted Instruction; Responses; Urban Schools; Video Technology; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Non-verbal communication; Nonverbale Kommunikation; Computer based training; Computerunterstützter Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cognition; Schema; Kognition
Abstract	Number sense is the basis of arithmetic and algebra, but counting dominates instruction, and fine-grained explorations of what children "do" as they develop number sense are relatively rare. Conceptually congruent actions that align with the mathematics support learning, and multitouch technology can afford using these actions while developing number sense. Therefore, this study investigates development of number sense, especially strategies and gestures, as 30 kindergartners interact with a multi-touch mathematics app designed to encourage subitizing. Findings reveal dominance of counting strategies, gesture patterns, and potential disconnects among representations. Together, they add to concerns about the dominance of counting in instruction, suggest that composition and subitizing warrant increased attention, and emphasize the relevance of gestures for revealing and developing number sense. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01