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17-03-2017 | Original research

Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps

Authors: Emma P. Bullock, Jessica F. Shumway, Christina M. Watts, Patricia S. Moyer-Packenham

Published in: Technology, Knowledge and Learning | Issue 3/2017

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Abstract

The purpose of this study was to contribute to the research on mathematics app use by very young children, and specifically mathematics apps for touch-screen mobile devices that contain virtual manipulatives. The study used a convergent parallel mixed methods design, in which quantitative and qualitative data were collected in parallel, analyzed separately, and then merged. During the study, 35 children, ages 3–4, interacted with four touch-screen mathematics apps on iPad devices during one-on one clinical interviews while learning seriation and counting. Researchers administered pre and post assessments of learning during the interviews. Each interview was videotaped using a wall-mounted camera and a GoPro camera to provide different views of the interview. Videos were analyzed to examine children’s learning progressions, access of affordances, and patterns of behavior while interacting with the mathematics apps. The results suggest that different affordances of the individual apps were perceived in different ways, depending on the age of the child, and that these perceptions were observable in young children’s patterns of behavior. Implications are discussed for iPad app use in young children’s educational settings.

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Title: Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps
Authors: Emma P. Bullock
Jessica F. Shumway
Christina M. Watts
Patricia S. Moyer-Packenham
Publication date: 17-03-2017
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2017
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-017-9312-5

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Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps

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Other articles of this Issue 3/2017

Designing Effective Digital Learning Environments: Toward Learning Analytics Design

Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education

Using Data to Understand How to Better Design Adaptive Learning

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nStudy: A System for Researching Information Problem Solving

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Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Designing Effective Digital Learning Environments: Toward Learning Analytics Design

Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education

Using Data to Understand How to Better Design Adaptive Learning

Designing for Data with Ask Dr. Discovery: Design Approaches for Facilitating Museum Evaluation with Real-Time Data Mining

nStudy: A System for Researching Information Problem Solving

Big Data in Higher Education: Research Methods and Analytics Supporting the Learning Journey