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A Framework for Examining Technologies and Early Mathematics Learning

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Reconceptualizing Early Mathematics Learning

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

Research on young children’s mathematics learning with technology is in many ways in its infancy. Given that in western societies young children are increasingly engaging with technologies in their learning and play further research examining the affordances of these tools for mathematics learning is needed. This chapter examines the role of interactive technologies in early mathematics learning with three- to eight-year-olds. Exemplars are presented to highlight how the pedagogic design of technologies affords early mathematics learning. Data are drawn from the two authors’ early research, doctoral theses and current research projects. Given that today’s children are frequently immersed in these technological tools, this work outlines a pedagogic framework that may assist educators in making informed decisions regarding technology.

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Author information

Authors and Affiliations

  1. Institute of Early Childhood, Macquarie University, Building X5B, North Ryde, 2109, NSW, Australia

    Kristy Goodwin & Kate Highfield

Authors
  1. Kristy Goodwin
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  2. Kate Highfield
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Corresponding author

Correspondence to Kristy Goodwin .

Editor information

Editors and Affiliations

  1. School of STM Education, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Brisbane, 4059, Queensland, Australia

    Lyn D. English

  2. Macquarie University, University Avenue, Sydney, 2113, New South Wales, Australia

    Joanne T. Mulligan

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Goodwin, K., Highfield, K. (2013). A Framework for Examining Technologies and Early Mathematics Learning. In: English, L., Mulligan, J. (eds) Reconceptualizing Early Mathematics Learning. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6440-8_11

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