Document Type
Article
Journal/Book Title/Conference
Mathematical Thinking and Learning
Author ORCID Identifier
Joseph Kozlowski https://orcid.org/0009-0000-0169-3054
Publisher
Routledge
Publication Date
6-29-2024
Journal Article Version
Accepted Manuscript
First Page
1
Last Page
48
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Abstract
Tangible coding toys are designed to make coding accessible to young children, and because of their tangible and spatial nature, they are also viewed as tools for engaging children in mathematics. Research is needed to understand children's awareness of toys' design features and how they afford mathematical engagement. We conducted a qualitative study of 106 5-to-6-year-old children completing coding tasks (42 hours of video). Our research questions focused on children's perceptions of design features, mathematical engagement, and how different design features afforded mathematics engagement. Results indicated (a) children perceived a variety of design features across coding toys; (b) children engaged in mathematics while perceiving features; and (c) distinct design features afforded engagement in specific mathematical concepts and skills, importantly, unit construction/coordination and spatial thinking. Implications include instructional strategies for eliciting mathematical engagement; product design suggestions; and theory development about the relationship between coding toy design features and mathematics.
Recommended Citation
Kozlowski, J., Shumway, J., Moyer-Packenham, P., Clarke-Midura, J., & Lee, V. (2024). Children's mathematical engagement based on their awareness of coding toy design features. Mathematical Thinking and Learning, 1-25. https://doi.org/10.1080/10986065.2024.2371513
