Title of Oral/Poster Presentation

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

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Apr 13th, 3:00 PM Apr 13th, 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.