Award Date

December 2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Jeffrey C. Shih

Second Committee Member

Linda Quinn

Third Committee Member

Micah Stohlmann

Fourth Committee Member

Lisa Bendixen

Number of Pages

284

Abstract

iPads are increasingly present in education. This research explores their role developing fundamental mathematics concepts. It investigates preschoolers’ interactions with mathematics apps, and affordances and constraints accessed. It was conducted over fourteen weeks; students played mathematics apps for thirty minutes a week. The qualitative case study design included participants who varied in mathematics and technological skill. Data was collected through assessments, interviews, questionnaires, videotapes, and artifacts. Results determined that students access constraints or affordances based on ability level. Findings indicate iPads are beneficial tools for preschool classrooms. Preschoolers showed an increase in math ability when using iPads.

Keywords

IPad; IPad Affordances; IPad Constraints; Mathematics Education; Number Sense; Preschool

Disciplines

Education | Science and Mathematics Education | Teacher Education and Professional Development

Language

English


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