Kindergarten Children's Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis

Autor/inn/en	Tucker, Stephen I.; Lommatsch, Christina W.; Moyer-Packenham, Patricia S.; Anderson-Pence, Katie L.; Symanzik, Jürgen
Titel	Kindergarten Children's Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis
Quelle	In: International Journal of Research in Education and Science, 3 (2017) 2, S.646-665 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Kindergarten; Teaching Methods; Manipulative Materials; Educational Technology; Mathematics Instruction; Mixed Methods Research; Interaction; Learning Activities; Computer Oriented Programs; Number Concepts; Interviews; Video Technology; Multivariate Analysis; Handheld Devices; Visualization; Learning Processes; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Interaktion; Lernaktivität; Computerprogramm; Number concept; Zahlbegriff; Interviewing; Interviewtechnik; Multivariate Analyse; Visualisation; Visualisierung; Learning process; Lernprozess
Abstract	The purpose of this study was to examine patterns of mathematical practices evident during children's interactions with touchscreen mathematics virtual manipulatives. Researchers analyzed 33 Kindergarten children's interactions during activities involving apps featuring mathematical content of early number sense or quantity in base ten, recorded during one-to-one task-based interviews. Iterative analysis involved applying learning progression rubrics to video data, using hierarchical clustering to visualize the progressions via heatmaps with dendrograms, and returning to video data to investigate emergent patterns. Results indicated that overall, children's mathematical practices aligned with research on development of mathematical understandings, but that individual children's mathematical practices changed little within a given activity. The study extends existing research by shedding light on children's interactions with touchscreen mathematics virtual manipulatives and supports the use of these analysis and visualization techniques. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01