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Enhancing young children’s understanding of a combinatorial task by using a duo of digital and physical artefacts
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).ORCID iD: 0000-0001-6525-9871
Department of mathematics, Linneaus University, Växjö, Sweden.
2018 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed) Epub ahead of print
Abstract [en]

In mathematics education, digital tools have been used to enhance young children’s understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform ‘ordinary’ mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children’s written records became more systematic and included fewer duplications. We conclude that the digital version of the task reinforced young children’s understanding of the combinatorial task and that the use of dual artefacts enhanced children’s understanding of what a combinatorial problem encompasses.

Place, publisher, year, edition, pages
Taylor & Francis, 2018.
Keywords [en]
combinatorics, digital tools, Duo of artefacts, mathematics, representations
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
URN: urn:nbn:se:kau:diva-69133DOI: 10.1080/09575146.2018.1501553Scopus ID: 2-s2.0-85052126734OAI: oai:DiVA.org:kau-69133DiVA, id: diva2:1246430
Available from: 2018-09-07 Created: 2018-09-07 Last updated: 2018-09-17Bibliographically approved

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van Bommel, Jorryt

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