Mapping Pupil’s Learning Progression Using Hand Manipulatives and Touch Screen Applications: Implications to Post-COVID-19 New Normal

Abstract

The study investigates the shifts in pupils’ learning progression levels while they learn fractions using hand manipulatives and touch screen applications. A total of 10 children paired with preservice teachers participated in a 12-week learning design. This was performed during the disruptions of the academic year due to the COVID-19 pandemic. The study uses the convergent mixed methods design to document qualitative and quantitative data. The method enables the researcher to compare, relate, and merge results. The author develops a microscoring tool to help the preservice teachers analyze observed learning progressions. The theoretical underpinning was based on a constructivist environment while learning mathematics. Results documented evidence of shifts and recursions in children’s learning progressions along with the Pirie–Kieren model while interacting with hand manipulatives and touch screen applications. The quantitative and thematic analyses revealed three different shifts in pupils’ learning. The study suggests that an open-ended number of tasks at varying levels of difficulty led the pupils to refine their understanding of the concept image resulting in progression shifts in learning. With the interconnectedness of the findings, it is proposed that design features in mathematics apps paired with manipulative kits be investigated on a large population. Implications for delivery modes and policy directions in post-COVID-19 new normal are presented.