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- Barendregt, Wolmet, et al.
(författare)
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Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
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Ingår i: Proceedings of the 11th International Conference on Interaction Design and Children. - New York : ACM Press. - 9781450310079 ; , s. 204-207
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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| 2. |
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| 3. |
- Barendregt, Wolmet, et al.
(författare)
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Lessons from the Evaluation of Game for Developing Number Sense
- 2013
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Ingår i: Chi 2013 Workshop.
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Konferensbidrag (refereegranskat)abstract
- In this paper we describe the methodological lessons that we learned from the evaluation of Fingu, an iPad game to help children between 4 and 7 years old to develop number sense through use of their fingers. We pay attention to the recruitment of the teachers and children, the selection of the measurement instruments, the distribution of the game to the children, handling a group of testers, and controlling of the use of the game during the study.
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| 4. |
- Eklöf, Anders, 1956-, et al.
(författare)
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Instructions, independence, and uncertainty : student framing in self-regulated project work
- 2014
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Ingår i: European Educational Research Journal (online). - 1474-9041 .- 1474-9041. ; 13:6, s. 646-660
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Tidskriftsartikel (refereegranskat)abstract
- This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.
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| 5. |
- Lindström, Berner, 1947, et al.
(författare)
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Fingers as tools for doing and learning basic arithmetics
- 2011
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Ingår i: Symposium: « Embodied and material aspects of cognition: implications for research and practice » Skriv! Les! The Nordic Conference on Writing and Reading University of Stavanger, Norway 30.05. - 01.06., 2011.
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Konferensbidrag (refereegranskat)abstract
- Fingers (or rather the hands and the fingers) are important in doing mathematics. They are a primary example of the embodiment of mathematics and important in children´s development of basic arithmetic competences, for example in counting and appreciating numbers. In some cultures, use of fingers for doing mathematics, also among adults, is part of the cultural historical heritage. Fingers are tools that allow the representation of both cardinal and ordinal aspects of natural numbers. They are also important in relation to children’s’ subitizing (that is, the immediate recognition of cardinality). Furthermore, they are both visual and haptic by nature. In the perspective of children´s learning and development, fingers as representational tools are pivotal both as means of doing mathematics and in communicating mathematics with adults and peers. Studying how children use fingers and hands in doing mathematics is thus important in order to understand children’s learning and development of arithmetic skills. Such an enterprise should also give insight into the more general problem of the embodiment of cognitive symbolic actions, and the relationship between symbolic and physical tools. In the context of the CoDAC project (Conditions and tools for the development of arithmetic competences), financed by the Swedish Research Council, we explore how fingers are used in two kinds of interrelated activities. One is children playing a mathematical game, with an interface that is specifically designed for answering by ”finger numbers”. The other is children solving simple arithmetic world problems, presented in a communicative setting with an adult. We will primarily present analyses of patterns and strategies of finger use and discuss what this means for the understanding and theorizing about children’s arithmetic competences and how they are learned and developed.
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