Understanding Children's Learning of Part-Whole Relations Using 'Fingu'
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| Title: | Understanding Children's Learning of Part-Whole Relations Using 'Fingu' |
|---|---|
| Language: | English |
| Authors: | Ulrich Kortenkamp, Silke Ladel, Kevin Larkin |
| Source: | Digital Experiences in Mathematics Education. 2025 11(2):287-306. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Technology Uses in Education, Computer Oriented Programs, Mathematical Concepts, Educational Games, Interaction, Children, Learning Processes, Mathematics Education, Mathematics Instruction |
| DOI: | 10.1007/s40751-024-00160-x |
| ISSN: | 2199-3246 2199-3254 |
| Abstract: | In this article, we investigate the effects of the app "Fingu" on a child's understanding of the part-whole concept. Using the Artifact Centric Activity Theory framework, we initially analyse the internalisation and externalisation processes that appear to occur during one child's use of the app. Based on the learning from this process, we then use other aspects of the framework, in particular the subject-artifact-group triangle, to understand how "Fingu" might be used productively in mathematics education classrooms. Using a 13-min video of a child playing "Fingu" as our data source, we analyse how children might, as they learn about part-whole relationships, interact with the game. We also investigate how design principles in creating apps can impact on the experience of using the app in ways that may be unintended by their designers. This work has implications for app designers and for mathematics educators seeking to incorporate digital technologies into mathematics education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488925 |
| Database: | ERIC |
| Abstract: | In this article, we investigate the effects of the app "Fingu" on a child's understanding of the part-whole concept. Using the Artifact Centric Activity Theory framework, we initially analyse the internalisation and externalisation processes that appear to occur during one child's use of the app. Based on the learning from this process, we then use other aspects of the framework, in particular the subject-artifact-group triangle, to understand how "Fingu" might be used productively in mathematics education classrooms. Using a 13-min video of a child playing "Fingu" as our data source, we analyse how children might, as they learn about part-whole relationships, interact with the game. We also investigate how design principles in creating apps can impact on the experience of using the app in ways that may be unintended by their designers. This work has implications for app designers and for mathematics educators seeking to incorporate digital technologies into mathematics education. |
|---|---|
| ISSN: | 2199-3246 2199-3254 |
| DOI: | 10.1007/s40751-024-00160-x |
