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Kindergarten Children and Early Learning of Number: Embodied and Material Encounters within the Classroom
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Ferrara, Francesca; Ferrari, Giulia – Digital Experiences in Mathematics Education, 2023
In this article, we draw on assemblage theory to investigate how children aged 5 engage with different material surfaces to explore ordinal and relational aspects of number. The children participate in an activity in which they first interact with a strip on the floor, then with a multi-touch iPad application, to work with numbers in expressive…
Descriptors: Kindergarten, Young Children, Numeracy, Number Concepts
The Effect of "Matific" Platform on Preschool Students' Academic Performance in Mathematics
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Shafia Abdul Rahman – International Journal of Technology in Education and Science, 2024
This research aimed to examine the effect of the "Matific" platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys' and girls' academic performance after using the "Matific" platform during mathematics learning. An experimental…
Descriptors: Foreign Countries, Mathematics Education, Mathematics Instruction, Preschool Education
Assessment of an Educational Classroom App's Impact on Preschoolers' Early Numeracy Skills
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Youssef Tazouti; Aude Thomas; Lara Hoareau; Annette Jarlégan; Blandine Hubert; Christophe Luxembourger – European Journal of Psychology of Education, 2024
Educational apps can help children develop their early numeracy skills, but only if they incorporate certain pedagogical features. AppLINOU is an early numeracy app that was co-designed by a multidisciplinary team to be compatible with the way numeracy is taught in France's preschools. This study of whether incorporating AppLINOU into classroom…
Descriptors: Technology Uses in Education, Numeracy, Mathematics Skills, Teaching Methods
The Brain's Response to Digital Math Apps: A Pilot Study Examining Children's Cortical Responses during Touch-Screen Interactions
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Baker, Joseph M.; Moyer-Packenham, Patricia S.; Tucker, Stephen I.; Shumway, Jessica F.; Jordan, Kerry E.; Gillam, Ronald B. – Journal of Computers in Mathematics and Science Teaching, 2018
Functional near-infrared spectroscopy (fNIRS) is an easy to use neuroimaging technique that is portable and maintains a liberal tolerance to movement. As such, fNIRS represents an ideal tool to observe children's neural activity as they engage in real-world classroom activities, such as the interaction with digital math apps on an iPad. Here, we…
Descriptors: Brain, Mathematics Instruction, Computer Oriented Programs, Pilot Projects
Design Matters: Explorations of Content and Design in Fraction Games
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Gresalfi, Melissa Sommerfeld; Rittle-Johnson, Bethany; Loehr, Abbey; Nichols, Isaac – Educational Technology Research and Development, 2018
The goal of the current study was to contribute to our emergent understanding of whether and how particular types of digital games can support student learning and engagement. We focused on commercially available educational apps that focused on similar content (fraction comparison and equivalence) but represented extremes in how game-like they…
Descriptors: Fractions, Educational Games, Computer Games, Academic Achievement
Exploring Cardinality in the Era of Touchscreen-Based Technology
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Sedaghatjou, Mina; Campbell, Stephen R. – International Journal of Mathematical Education in Science and Technology, 2017
This paper explores how a young child (56 m) builds an understanding of the cardinality principle through communicative, touchscreen-based activities involving talk, gesture and body engagement working via multimodal, touchscreen interface using contemporary mobile technology. Drawing upon Nemirovsky's perceptuomotor integration theoretical lens…
Descriptors: Manipulative Materials, Phenomenology, Preschool Children, Mathematics Instruction