Abstract:

Research on touch-screen technologies in early mathematics education offer optimistic results on the influence of educational apps on numeracy understanding [1,2,3], as well as learning performance and efficacy [4]. This paper presents one component from a study that captures the stories of integrating numeracy apps into kindergarten classrooms.

For two years, I worked with five teachers and their students (n=78) in two low SES schools field-testing apps to determine which apps best engaged learners and which interface and instructional design features best supported learning. I compared children’s and teachers’ perspectives on the features deemed important for quality early numeracy apps. To understand the views of children, I used an adapted Mosaic approach [5]. Data were collected during classroom visits, where all observations and interactions were captured on video. Semi-structured interviews were conducted throughout the study to allow children and teachers to offer constructive criticism on the apps used in the classroom.

Of the app criteria children and teachers highlighted, three patterns emerged. The children and teachers both highlighted the importance of Adaptability and Ease of Use. Specifically, the apps must quickly differentiate tasks to accommodate learning needs; and the touch-screen technologies must respond in a timely manner to children’s imprecise movements. The children’s evaluation focused on the quality of the gaming experience, specifically Meaningful Feedback and Control. Children appreciated frequent positive verbal feedback and earning rewards. They also stressed the importance of having control over the content and activities explored during gaming. The teachers’ evaluation focused on User Controls and Content / Curriculum. The teachers expressed preference for features that allowed them to track student progress, control playing time and differentiate content. Teachers also favoured apps with a limited content focus, allowing for direct alignment with curriculum explored in class. This study extends research on evaluating the quality of educational software by illustrating similarities and differences in how young children and teachers evaluate the quality of early numeracy apps.

References:
[1] Baccaglini-Frank & M. Maracci. “Multi-touch technology and preschoolers’ development of number-sense,” Digital Experiences in Mathematics Education, vol. 1. pp. 7-27. https://doi.org/10.1007/s40751-015-0002-4, 2015.
[2] P. Spencer. iPads: Improving numeracy learning in the early years. In V.Steinle, L. Ball, & C. Bardini (Eds.), Mathematics education: Yesterday, today, and tomorrow (pp. 610–617), 2013.
[3] J. Orr, L. Flannery, A.L. Presser, P. Vahey & S. Latimore. Early math with Gracie & Friends (TM) demo: app-infused curriculum and teacher support for preschool. Paper presented at the ACM SIGCHI International Conference on Interaction Design and Children, Boston, MA., 2015.
[4] P. Moyer-Packenham, J. Shumway, E. Bullock & S. Tucker (2015). “Young children's learning performance & efficiency when using virtual manipulative mathematics iPad apps,” Journal of Computers in Mathematics & Science Teaching, vol. 34, no. 1, pp. 41-69, 2015.
[5] A. Clark. Ways of seeing: using the Mosaic approach to listen to young children’s perspectives, in Clark, A., Kjørholt and Moss, P. (eds.) Beyond Listening. Children’s perspectives on early childhood services. Bristol: Policy Press, pp. 29–49, 2005.

Keywords:

Early years learning, Numeracy, Mathematics apps, Kindergarten.