Exploring Development of Embodied Number Sense During Interactions With Multitouch Technology

• In Event: Moscone Center North Roundtable Session 14
  In Roundtable Session: Facilitating Learning With Gestures and Touch

Abstract

Number sense is the foundation of arithmetic and algebra, yet relatively little research has deeply investigated what children do as they develop number sense. This case study provides insights into that development as it occurred during interactions with a multi-touch mathematics digital game, including conceptually congruent gestures. Findings extend and challenge extant research on number sense.

Authors

• Stephen I. Tucker, The University of Queensland

• Teri Nicole Johnson, Virginia Commonwealth University