| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
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Editoral
- 2020
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Institutionen för ämnesdidaktik, Göteborgs universitet. - 1104-2176. ; 25:3-4, s. 1-5
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Bagger, Anette, 1974-, et al.
(författare)
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Editoral on Special needs education in mathematics
- 2020
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Institutionen för ämnesdidaktik. - 1104-2176. ; 25:3-4, s. 1-5
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Tidskriftsartikel (refereegranskat)
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| 3. |
- 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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| 4. |
- Barendregt, Wolmet, et al.
(författare)
-
Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
-
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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| 5. |
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| 6. |
- Barendregt, Wolmet, et al.
(författare)
-
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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| 7. |
- Holgersson, Ingemar, 1950-, et al.
(författare)
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A long-term study of students' explanations of transformations of matter
- 2004
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Ingår i: Canadian Journal of Science, Mathematics and Technology Education. - 1492-6156 .- 1942-4051. ; 4:1, s. 77-96
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Tidskriftsartikel (refereegranskat)abstract
- We report on a long-term study of young children's understanding of matter and its transformations. Interviews concerning children's conceptions could be seen in the idioms, personal framings of experiences, that became apparent as a result of the longitudinal design of the study. As part of the project, we also made an early (at the age of 6) introduction ot the concept, molecule. Depending on the phenomenon presented to them for explanation, some of the children used the molecule concept as a tool for understanding and explaining, while others did not. By focusing on a few examples, which we analyse in detail, we argue that long-term studies give rich detail and important information about children's learning that other kinds of study do not.
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| 8. |
- Holgersson, Ingemar, et al.
(författare)
-
A long-term study of students' explanations of transformations of matter
- 2004
-
Ingår i: Canadian Journal of Science, Mathematics and Technology Education. - : Taylor & Francis. - 1492-6156 .- 1942-4051. ; 4:1, s. 77-96
-
Tidskriftsartikel (refereegranskat)abstract
- We report on a long-term study of young children's understanding of matter and its transformations. Interviews concerning children's conceptions could be seen in the idioms, personal framings of experiences, that became apparent as a result of the longitudinal design of the study. As part of the project, we also made an early (at the age of 6) introduction ot the concept, molecule. Depending on the phenomenon presented to them for explanation, some of the children used the molecule concept as a tool for understanding and explaining, while others did not. By focusing on a few examples, which we analyse in detail, we argue that long-term studies give rich detail and important information about children's learning that other kinds of study do not.
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| 9. |
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| 10. |
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