Southwest Educational Research Association: Preschool Children's Seriation Learning Progressions While Interacting With Touch Screen Math Apps

• In Event: The Consortium of State and Regional Educational Research Associations: Distinguished Paper Session 3

Abstract

This study sought to understand the role that affordances played in preschoolers’ seriation learning progressions during their interactions with mathematics apps on touch-screen devices. The study used a convergent parallel mixed methods design, in which 35 children, ages 3–4, interacted with three touch-screen mathematics apps on iPad devices during one-on one clinical interviews. Data were analyzed to examine children’s learning progressions, access of affordances, and patterns of behavior while interacting with the mathematics apps. The results suggest that different affordances of the individual apps were accessed in different ways, depending on the age of the child, as observed in young children’s patterns of behavior. Implications are discussed.

Author

• Emma P. Bullock, Sam Houston State University