Enhancing Young Children's Understanding of a Combinatorial Task by Using a Duo of Digital and Physical Artefacts

Autor/inn/en	van Bommel, Jorryt; Palmér, Hanna
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01