Affordances of Virtual Manipulative Math Apps: How They Help and Hinder Young Children's Learning

• In Event: 66.056 - Achieving the Promise in Digital Literacy

Abstract

The use of mathematics apps on touch-screen devices is becoming ubiquitous in the learning experiences of young children. Yet there is limited research on how children interact with these mathematics apps and what affordances of the apps support or hinder children’s learning. In a previous paper we reported on the learning performance and efficiency of children, ages 3-8, when they used virtual manipulative mathematics apps on iPad devices. The purpose of this paper is to take this inquiry one step further by focusing specifically on understanding the role that affordances played in the children’s learning performance and efficiency during their interactions with the mathematics apps.

Authors

• Patricia S. Moyer-Packenham, Utah State University

• Emma P. Bullock, Sam Houston State University

• Jessica F. Shumway, Utah State University

• Stephen I. Tucker, University of Louisville

• Christina Watts Lommatsch, Utah State University

• Arla Westenskow, Utah State University

• Katie Anderson, Utah State University

• Jennifer Boyer-Thurgood

• Kerry Jordan, Utah State University