Literaturnachweis - Detailanzeige
Autor/inn/en | van Bommel, Jorryt; Palmér, Hanna |
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Titel | Enhancing Young Children's Understanding of a Combinatorial Task by Using a Duo of Digital and Physical Artefacts |
Quelle | In: Early Years: An International Journal of Research and Development, 41 (2021) 2-3, S.218-231 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (van Bommel, Jorryt) ORCID (Palmér, Hanna) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-5146 |
DOI | 10.1080/09575146.2018.1501553 |
Schlagwörter | Foreign Countries; Preschool Children; Mathematics Education; Mathematics Instruction; Mathematics Skills; Technology Uses in Education; Problem Solving; Instructional Effectiveness; Mathematical Concepts; Symbols (Mathematics); Freehand Drawing; Sweden Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Unterrichtserfolg; Drawing; Zeichnen; Schweden |
Abstract | In mathematics education, digital tools have been used to enhance young children's understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform 'ordinary' mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children's written records became more systematic and included fewer duplications. We conclude that the digital version of the task reinforced young children's understanding of the combinatorial task and that the use of dual artefacts enhanced children's understanding of what a combinatorial problem encompasses. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |