A Framework for Examining Technologies and Early Mathematics Learning
Research on young children’s mathematics learning with technology is in many ways in its infancy. Given that in western societies young children are increasingly engaging with technologies in their learning and play further research examining the affordan
- PDF / 602,366 Bytes
- 22 Pages / 441 x 666 pts Page_size
- 90 Downloads / 188 Views
Background Over the past decades there has been increased impetus to use technology in early childhood learning settings (Clements and Sarama 2002; Edwards 2005; Haugland 1997, Plowman and Stephen 2003, 2005; Yelland 2010). In addition, there is a wealth of new technologies and interactive multimedia and technology resources available for mathematics teaching and learning. However, research is yet to articulate and substantiate their use and impact on student learning (Highfield and Goodwin 2008). In mathematics learning visual representations are essential for communicating ideas and concepts (Goldin and Kaput 1996) and new technologies offer new affordances for representation (Highfield and Mulligan 2007; Moyer et al. 2005). Advances in interactive multimedia and manipulable technologies provide learners with the opportunity to view and manipulate dynamic media and share external representations with ease. In mathematics, studies have established that computers provide “unique opportunities for learning” (Clements 2002, p. 174) and provide “greater scope to facilitate numeracy skills in young children.” (Kilderry and Yelland 2005, p. 113). Over the last decade there has been an exponential growth in the educational multimedia market, with a plethora of interactive technologies available for mathematics learning and teaching such as interactive whiteboards, educational software, iPads and robotics. However, as outlined above, the ubiquitous application of interactive representations in mathematics has not been well supported by a corpus of K. Goodwin (B) · K. Highfield Institute of Early Childhood, Macquarie University, Building X5B, North Ryde 2109, NSW, Australia e-mail: [email protected] K. Highfield e-mail: [email protected] L.D. English, J.T. Mulligan (eds.), Reconceptualizing Early Mathematics Learning, Advances in Mathematics Education, DOI 10.1007/978-94-007-6440-8_11, © Springer Science+Business Media Dordrecht 2013
205
206
K. Goodwin and K. Highfield
research to substantiate their effectiveness, particularly in early mathematics learning. There has been an assumed sense of superiority of interactive technologies, without a corresponding corpus of evidence supporting their cognitive value (Scaife and Rogers 1996). In considering screen-based resources (interactive multimedia), it is unknown as to whether different pedagogical designs evoke qualitative differences in the kinds of representations students internalise. Little is known as to what students extrapolate from various dynamic, interactive on-screen representations. With some multimedia, learners often have to coordinate multiple and diverse representations, placing various demands on their cognitive infrastructure. This does not necessarily lead to better learning and may actually hinder students’ learning outcomes. Screen embellishments and animations may also impose unnecessary additional cognitive demands on the learner. With other multimedia forms, the onus is on the students to develop their own multimedia represent
Data Loading...
