The Role of dynamic interactive technological tools in preschoolers' mathematical patterning

Kate Highfield; Joanne Mulligan

The Role of dynamic interactive technological tools in preschoolers' mathematical patterning

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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Abstract

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.

Original language	English
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
Publisher	MERGA
Pages	372-381
Number of pages	10
Volume	1
ISBN (Print)	9781920846138
Publication status	Published - 2007
Event	Mathematics Education Research Group of Australasia Conference (30th : 2007) - Hobart Duration: 2 Jul 2007 → 6 Jul 2007

Conference

Conference	Mathematics Education Research Group of Australasia Conference (30th : 2007)
City	Hobart
Period	2/07/07 → 6/07/07

Bibliographical note

Copyright 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.

Keywords

Early mathematics learning
Technology
Virtual manipulatives
Patterning
Early childhood

Access to Document

Publisher version (open access)Final published version, 1.21 MBLicence: Unspecified

Cite this

Highfield, K., & Mulligan, J. (2007). The Role of dynamic interactive technological tools in preschoolers' mathematical patterning. In J. Watson, & K. Beswick (Eds.), Mathematics: 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 (Vol. 1, pp. 372-381). MERGA.

Highfield, Kate ; Mulligan, Joanne. / The Role of dynamic interactive technological tools in preschoolers' mathematical patterning. Mathematics: 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. editor / Jane Watson ; Kim Beswick. Vol. 1 Adelaide : MERGA, 2007. pp. 372-381

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title = "The Role of dynamic interactive technological tools in preschoolers' mathematical patterning",

abstract = "This paper presents case study data from an exploratory study investigating six preschoolers{\textquoteright} 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.",

keywords = "Early mathematics learning, Technology, Virtual manipulatives, Patterning, Early childhood",

author = "Kate Highfield and Joanne Mulligan",

note = "Copyright 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.; Mathematics Education Research Group of Australasia Conference (30th : 2007) ; Conference date: 02-07-2007 Through 06-07-2007",

year = "2007",

language = "English",

isbn = "9781920846138",

volume = "1",

pages = "372--381",

editor = "Jane Watson and Kim Beswick",

booktitle = "Mathematics",

publisher = "MERGA",

address = "Australia",

}

Highfield, K & Mulligan, J 2007, The Role of dynamic interactive technological tools in preschoolers' mathematical patterning. in J Watson & K Beswick (eds), Mathematics: 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. vol. 1, MERGA, Adelaide, pp. 372-381, Mathematics Education Research Group of Australasia Conference (30th : 2007), Hobart, 2/07/07.

The Role of dynamic interactive technological tools in preschoolers' mathematical patterning. / Highfield, Kate; Mulligan, Joanne.
Mathematics: 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. ed. / Jane Watson; Kim Beswick. Vol. 1 Adelaide: MERGA, 2007. p. 372-381.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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N1 - Copyright 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.

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N2 - 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.

AB - 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.

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Highfield K, Mulligan J. The Role of dynamic interactive technological tools in preschoolers' mathematical patterning. In Watson J, Beswick K, editors, Mathematics: 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. Vol. 1. Adelaide: MERGA. 2007. p. 372-381

The Role of dynamic interactive technological tools in preschoolers' mathematical patterning

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Bibliographical note

Keywords

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