Learning Progression Shifts: How Touch-Screen Virtual Manipulative Mathematics App Design Promotes Children’s Productive Struggle
Class
Article
Graduation Year
2018
College
Emma Eccles Jones College of Education and Human Services
Department
School of Teacher Education and Leadership
Faculty Mentor
Patricia Moyer-Packenham
Presentation Type
Poster Presentation
Abstract
The purpose of this study was to examine shifts in young children’s learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. Researchers developed learning progressions to analyze video data of the interviews. Our results showed that it is possible to document evidence of shifts in children’s learning progressions while they are interacting with mathematics apps and indicated patterns in the children’s interactions that were related to the shifts in their learning progression levels. Design features such as an open-ended number of tasks with a variety of representations and tasks at varying levels of difficulty led to children refining their understanding and shaping their concept image of mathematical ideas resulting in incremental shifts in learning.
Location
South Atrium
Start Date
4-13-2017 3:00 PM
End Date
4-13-2017 4:15 PM
Learning Progression Shifts: How Touch-Screen Virtual Manipulative Mathematics App Design Promotes Children’s Productive Struggle
South Atrium
The purpose of this study was to examine shifts in young children’s learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. Researchers developed learning progressions to analyze video data of the interviews. Our results showed that it is possible to document evidence of shifts in children’s learning progressions while they are interacting with mathematics apps and indicated patterns in the children’s interactions that were related to the shifts in their learning progression levels. Design features such as an open-ended number of tasks with a variety of representations and tasks at varying levels of difficulty led to children refining their understanding and shaping their concept image of mathematical ideas resulting in incremental shifts in learning.