This paper presents case study data from an exploratory study investigating six preschoolers’ patterning skills using three learning modes: concrete materials, screen-based technological tools, and combined modes. Children using dynamic interactive software and virtual manipulatives to solve pattern-eliciting tasks engaged in more “experimental” representations and created more patterns and transformations than children using concrete materials. However, there were no qualitative differences observed between children's understanding of simple repetition. This research highlights new ways of mathematics learning that can be enhanced through explicit techniques afforded by technology.
|Title of host publication||Mathematics|
|Subtitle of host publication||essential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, held at Wrest Point Hotel Casino, Hobart, Tasmania, 2--6 July 2007|
|Editors||Jane Watson, Kim Beswick|
|Place of Publication||Adelaide|
|Number of pages||10|
|Publication status||Published - 2007|
|Event||Mathematics Education Research Group of Australasia Conference (30th : 2007) - Hobart|
Duration: 2 Jul 2007 → 6 Jul 2007
|Conference||Mathematics Education Research Group of Australasia Conference (30th : 2007)|
|Period||2/07/07 → 6/07/07|
Bibliographical noteCopyright Mathematics Education Research Group of Australasia Incorporated. Original published at http://www.merga.net.au/documents/RP322007.pdf. Version archived for private and non‐commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au.
- Early mathematics learning
- Virtual manipulatives
- Early childhood