Effective teaching with technology

Managing affordances in iPad apps to promote young children’s mathematics learning

Emma K. Bullock, Patricia S. Moyer-Packenham, Jessica F. Shumway, Christina Watts, Beth MacDonald

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

This paper contributes new insights on young children’s use of virtual manipulative mathematics touch-screen apps. We conducted clinical interviews with 35 young children to capture changes in their counting skills. The results focus on changes observed in children’s learning progressions during the interview and the app affordances related to those changes. The results show that there were differences in the access of affordances based on age, that most children’s counting skills stayed the same during the interview, and that it was not the affordance itself but the way the child accessed it that impacted their learning.
Original languageEnglish
Title of host publicationProceedings of the Society for Information Technology and Teacher Education International Conference
EditorsD Rutledge, David Slykhuis
PublisherAssociation for the Advancement of Computing in Education
Pages2357-2364
Number of pages8
ISBN (Print)9781939797131
Publication statusPublished - Mar 2015

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Bullock, E. K., Moyer-Packenham, P. S., Shumway, J. F., Watts, C., & MacDonald, B. (2015). Effective teaching with technology: Managing affordances in iPad apps to promote young children’s mathematics learning. In D. Rutledge, & D. Slykhuis (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 2357-2364). Association for the Advancement of Computing in Education.
Bullock, Emma K. ; Moyer-Packenham, Patricia S. ; Shumway, Jessica F. ; Watts, Christina ; MacDonald, Beth. / Effective teaching with technology : Managing affordances in iPad apps to promote young children’s mathematics learning. Proceedings of the Society for Information Technology and Teacher Education International Conference. editor / D Rutledge ; David Slykhuis. Association for the Advancement of Computing in Education, 2015. pp. 2357-2364
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Bullock, EK, Moyer-Packenham, PS, Shumway, JF, Watts, C & MacDonald, B 2015, Effective teaching with technology: Managing affordances in iPad apps to promote young children’s mathematics learning. in D Rutledge & D Slykhuis (eds), Proceedings of the Society for Information Technology and Teacher Education International Conference. Association for the Advancement of Computing in Education, pp. 2357-2364.

Effective teaching with technology : Managing affordances in iPad apps to promote young children’s mathematics learning. / Bullock, Emma K.; Moyer-Packenham, Patricia S.; Shumway, Jessica F.; Watts, Christina; MacDonald, Beth.

Proceedings of the Society for Information Technology and Teacher Education International Conference. ed. / D Rutledge; David Slykhuis. Association for the Advancement of Computing in Education, 2015. p. 2357-2364.

Research output: A Conference proceeding or a Chapter in BookConference contribution

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AB - This paper contributes new insights on young children’s use of virtual manipulative mathematics touch-screen apps. We conducted clinical interviews with 35 young children to capture changes in their counting skills. The results focus on changes observed in children’s learning progressions during the interview and the app affordances related to those changes. The results show that there were differences in the access of affordances based on age, that most children’s counting skills stayed the same during the interview, and that it was not the affordance itself but the way the child accessed it that impacted their learning.

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Bullock EK, Moyer-Packenham PS, Shumway JF, Watts C, MacDonald B. Effective teaching with technology: Managing affordances in iPad apps to promote young children’s mathematics learning. In Rutledge D, Slykhuis D, editors, Proceedings of the Society for Information Technology and Teacher Education International Conference. Association for the Advancement of Computing in Education. 2015. p. 2357-2364