transparent gif


Ej inloggad.

Göteborgs universitets publikationer

Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research

Författare och institution:
Ingemar Holgersson (-); Wolmet Barendregt (Institutionen för tillämpad informationsteknologi (GU) & Linnécentret for forskning om lärande (LinCS)); Jonas Emanuelsson (Institutionen för didaktik och pedagogisk profession & Linnécentret for forskning om lärande (LinCS)); Torgny Ottosson (-); Elisabeth Rietz Leppänen (Institutionen för pedagogik, kommunikation och lärande & Linnécentret for forskning om lärande (LinCS)); Berner Lindström (Institutionen för pedagogik, kommunikation och lärande & Linnécentret for forskning om lärande (LinCS))
Publicerad i:
International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives, s. 123-145
Kapitel, refereegranskat
Sammanfattning (abstract):
This chapter aims at describing research on Fingu, a virtual manipulative housed in a game environment, which is designed to support young children’s learning and development of number concepts and flexible arithmetic competence. More specifically Fingu targets the understanding and mastering of the basic numbers 1–10 as part-whole relations, which according to the literature on early mathematics learning is critical for this development. In the chapter, we provide an overview of the theoretical grounding of the design, development and research of Fingu as well as the theoretical and practical design rationale and principles. We point out the potential of Fingu as a research platform and present examples of some of the empirical research conducted to demonstrate the learning potential of Fingu. Methodologically, the research adopts a design-based research approach. This approach combines theory-driven design of learning environments with empirical research in educational settings, in a series of iterations. In a first series of iterations, a computer game—the Number Practice Game—was designed and researched, based on phenomenographic theory and empirical studies. In a second series of iterations, Fingu was designed and researched, based on ecological psychology in a socio-cultural framing. The design trajectory of NPG/Fingu thus involves both theoretical development and (re)design and development of specific educational technologies.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Number sense; iPad; game
Postens nummer:
Posten skapad:
2016-08-24 13:34

Visa i Endnote-format

Göteborgs universitet • Tel. 031-786 0000
© Göteborgs universitet 2007