Kindergartners' Conceptions of a Dynamic Linear Unit With Robot Toys

• In Event: The Role and Nature of Digital Tools and Technology Resources in Mathematics Education

Abstract

Programming activities may provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small-group of kindergarten-aged children used a coding toy to formulate the concept of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Social context, gesturing, and verbal descriptions were found to influence the children’s understanding of a dynamic unit. Difficulties included understanding of a unit, preconceptions about the meaning of a code, and socially-influenced errors. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic units in early elementary.

Authors

• Lise E. Welch, Utah State University

• Jessica F. Shumway, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Victor R. Lee, Stanford University