<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The use of digital tools is becoming increasingly common in early childhood education. One key to using digital tools to enhance learning in children may lie in using them the way children tend to when given the choice: as play. This article examines and evaluates multilingual children’s mathematical engagement with digital apps, focusing specifically on what might be learned from multilingual children’s mathematical and playful participation when interacting with two different apps. Mathematical engagement is here defined by Alan Bishop’s six mathematical activities: counting, measuring, locating, designing, playing and explaining. Helenius et al.’s elaboration of mathematical play is used to connect the mathematical play to the play of children. Multilingual children’s interactions with digital apps have been video recorded in natural settings in a kindergarten. The findings show that playful digital apps do promote the children’s participation in mathematical activities, while apps that aim to provide a formal learning structure seem to promote neither play nor mathematical activities.</p>
</abstract>

The use of digital tools is becoming increasingly common in early childhood education. One key to using digital tools to enhance learning in children may lie in using them the way children tend to when given the choice: as play. This article examines and evaluates multilingual children’s mathematical engagement with digital apps, focusing specifically on what might be learned from multilingual children’s mathematical and playful participation when interacting with two different apps. Mathematical engagement is here defined by Alan Bishop’s six mathematical activities: counting, measuring, locating, designing, playing and explaining. Helenius et al.’s elaboration of mathematical play is used to connect the mathematical play to the play of children. Multilingual children’s interactions with digital apps have been video recorded in natural settings in a kindergarten. The findings show that playful digital apps do promote the children’s participation in mathematical activities, while apps that aim to provide a formal learning structure seem to promote neither play nor mathematical activities.

Multilingual Children’s Mathematical Engagement with Apps: What Can Be Learned from Multilingual Children’s Mathematical and Playful Participation when Interacting with Two Different Apps?

Western Norway University of Applied Sciences

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This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Public License.

The use of digital tools is becoming increasingly common in early childhood education. One key to using digital tools to enhance learning in children may lie...

Multilingual Children’s Mathematical Engagement with Apps: What Can Be Learned from Multilingual Children’s Mathematical and Playful Participation when Interacting with Two Different Apps?

Publicado en línea: 01 nov 2022

Páginas: 1 - 12

DOI: https://doi.org/10.2478/tjcp-2022-0009

Palabras clave
mathematical play, cultural agents, digital apps, multilingual

© 2022 Silje Fyllingsnes Christiansen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Public License.

Multilingual Children’s Mathematical Engagement with Apps: What Can Be Learned from Multilingual Children’s Mathematical and Playful Participation when Interacting with Two Different Apps?

Publicado en línea: 01 nov 2022

Páginas: 1 - 12

DOI: https://doi.org/10.2478/tjcp-2022-0009

Palabras clavemathematical play, cultural agents, digital apps, multilingual

© 2022 Silje Fyllingsnes Christiansen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Public License.

Palabras clave
mathematical play, cultural agents, digital apps, multilingual