Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game
Author:
Funder
Virginia Commonwealth University
Publisher
Springer Science and Business Media LLC
Subject
Education,General Mathematics
Link
https://link.springer.com/content/pdf/10.1007/s13394-020-00349-4.pdf
Reference40 articles.
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2. Anobile, G., Cicchini, G. M., & Burr, D. C. (2016). Number as a primary perceptual attribute: a review. Perception, 45(1–2), 5–31. https://doi.org/10.1177/0301006615602599.
3. Baccaglini-Frank, A., & Maracci, M. (2015). Multi-touch technology and preschoolers’ development of number-sense. Digital Experiences in Mathematics Education, 1(1), 7–27. https://doi.org/10.1007/s40751-015-0002-4.
4. Baccaglini-Frank, A., Carotenuto, G., & Sinclair, N. (2020). Eliciting preschoolers’ number abilities using open, multi-touch environments. ZDM., 52, 779–791. https://doi.org/10.1007/s11858-020-01144-y.
5. Bender, A., & Beller, S. (2012). Nature and culture of finger counting: diversity and representational effects of an embodied cognitive tool. Cognition, 124(2), 156–182. https://doi.org/10.1016/j.cognition.2012.05.005.
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