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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
FullText Text:
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  Data: 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.
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