Doctor of Philosophy (PhD)
Teaching and Learning
First Committee Member
Jeffrey C. Shih
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
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.
IPad; IPad Affordances; IPad Constraints; Mathematics Education; Number Sense; Preschool
Education | Science and Mathematics Education | Teacher Education and Professional Development
University of Nevada, Las Vegas
Adkins, Amy Beth, "A Case Study: Number Apps In Preschool" (2018). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3466.
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