11/20/2023 0 Comments Building blocks learningWe focused on a set of three properties (additive composition, commutativity, and associativity) and the mastery of the basic number combinations. In the current study, we used the activity of composing and decomposing sets of manipulatives representing numbers, an exercise that has been traditionally practiced with concrete material in order to foster an understanding of numerosity ( Geary et al., 1992 Morin and Franks, 2009). This research explores how virtual and tangible manipulatives can be used to strengthen math learning at 6 years of age. Research has been concerned with how to foster this core cognitive ability and enable a deep understanding of mathematical concepts. Learning mathematics at an early age is fundamental to ensuring academic success in STEM (science, technology, engineering, and mathematics) disciplines and maximizing future integration into professional life ( Wang and Goldschmidt, 2003). Our results suggest that tangible interactive material increases action possibilities and may also contribute to a deeper understanding of core mathematical concepts. Interestingly, those children whose improvement in mathematics were greater were the ones employing a greater number of blocks. We observed that the TI group opted for a greater number of blocks in the number composition task, whereas the VI group favored solutions requiring fewer blocks. We explored the differences between the use of virtual and tangible manipulatives and the strategies employed. Of most interest, we recorded children's actions during all the training activities, which allowed us to achieve a refined analysis of participants' operations while solving a number composition task. Our results highlighted that the use of tangible manipulatives led to a positive impact in children's mathematical abilities. Finally, the CO group continued with their classroom curricular activities while we conducted the training, and only participated in the Pre and Post-Test evaluations. The TI group played the same video game with digitally augmented tangible manipulatives. The VI group played a fully digital version of a mathematics video game and the manipulation of the blocks took place on the tablet screen. To shed light on these issues, we conducted a 13-day intervention with 64 children from first grade, divided into three groups: Virtual Interaction (VI), Tangible Interaction (TI), and Control Group (CO). It is also not clear how virtual and physical materials influence the development of different strategies for solving instructional tasks. They enable playful experiences and help children understand abstract concepts, but their connection with cognitive development is not totally clear. Multiple kinds of manipulatives, such as traditional, virtual, or technology-enhanced tangible objects, can be used in primary education to support the acquisition of mathematical concepts. 6Department of Information and Communication Technologies, Universitat Pompeu Fabra, Barcelona, Spain.5Faculty of Architecture, Universidad de la República, Montevideo, Uruguay.4Faculty of Engineering, Computer Science Institute, Universidad de la República, Montevideo, Uruguay.3Faculty of Information and Communication, Universidad de la República, Montevideo, Uruguay.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |