Playing with Counting âGamesâ on the Tablet

Ruthi Barkai; Esther Levenson; Pessia Tsamir; Dina Tirosh

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Chapter 3 Playing with Counting âGamesâ on the Tablet

äºSpecial Issues in Early Childhood Mathematics Education Research

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Ruthi Barkai

Ruthi Barkai
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Esther Levenson

Esther Levenson
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Pessia Tsamir

Pessia Tsamir
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Dina Tirosh

Dina Tirosh
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Page Range:: 73â92

DOI:: https://doi.org/10.1163/9789004510685_004

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Abstract

More and more young children are spending time engaging with game-like applications on touch-screen tablets. This paper analyzes 18 tablet applications in terms of their affordances and limitations when promoting counting objects. Visual, auditory, and gestural aspects are considered. A case study of one mother-child cohort interacting with one of the applications is also presented. Findings indicated that verbal counting and one-to-one correspondence are given more attention than cardinality. Suggestions are offered for adults and educators wishing to make use of tablet applications when promoting childrenâs counting competencies.

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Special Issues in Early Childhood Mathematics Education Research

Learning, Teaching and Thinking

ä¸ç¼ï¼ Mathematics Teaching and Learning, å·ï¼ 5

Cover Special Issues in Early Childhood Mathematics Education Research

ISBN:: 9789004510685

åºçç¤¾:: Brill

å°å·åºçæ¥æ:: 07 Feb 2022

Subjects
- Education

Front Matter

Preface

Figures and Tables

Notes on Contributors

Introduction

Part 1 The Number Concept Development in Early Childhood: Cognition, Metacognition and More

Chapter 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children

Chapter 2 Young Childrenâs Metacognitive Processes in a Variety of Challenging Number Tasks

Chapter 3 Playing with Counting âGamesâ on the Tablet

Part 2 Geometry: Teaching Learning and Thinking

Chapter 4 Learning and Teaching Geometry in Early Childhood

Chapter 5 Visual Thinking and a Visual Language for Young Children

Part 3 Patterns and Structure

Chapter 6 Pathways to Early Mathematical Thinking in Kindergarten

Chapter 7 Young Childrenâs Recognition of Mathematical Structures and Its Relations to Mathematical Skills

Part 4 Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations

Chapter 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier âFor Allâ

Chapter 9 On Explaining, Explanations and Second Graders

Part 5 Early Childhood Mathematics Teachersâ Knowledge and Professional Development

Chapter 10 Between Natural Language and Mathematical Symbols (<, >, =)

Chapter 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers

Chapter 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise

Part 6 Conclusion

Chapter 13 Special Issues in Early Childhood Mathematics Education

Back Matter

Index

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Chapter 3 Playing with Counting âGamesâ on the Tablet

Abstract

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Special Issues in Early Childhood Mathematics Education Research

Learning, Teaching and Thinking

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Chapter 3 Playing with Counting âGamesâ on the Tablet

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