Abstract
Early number sense, including subitizing and composition, is a foundation for mathematics, and bodies, especially fingers, are integral to number sense. Multi-touch technology offers innovative opportunities for developing and studying number sense, especially using conceptually congruent gestures that match the mathematics. However, there have been few investigations of the development of early number sense, particularly in embodied forms. Therefore, this mixed-methods study explores a preschooler’s development of early number sense during a month of interactions with the multi-touch digital mathematics game Fingu. Key findings related to the development of early number sense include relevance of configuration and quantity, relationships among gestures and quantities, and development of estimation and precision. This research adds new perspectives to our understandings of early number sense research and practice, calling for consideration of embodiment and conceptually congruent gestures.
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Initiation of this work was supported by a grant from the Virginia Commonwealth University Presidential Research Quest Fund. The funders had no input on any stage of the content or structure of the research project.
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Tucker, S.I., Johnson, T.N. Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game. Math Ed Res J 34, 393–417 (2022). https://doi.org/10.1007/s13394-020-00349-4
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DOI: https://doi.org/10.1007/s13394-020-00349-4