The Role of dynamic interactive technological tools in preschoolers' mathematical patterning

Abstract

This paper presents case study data from an exploratory study investigating six preschoolers’ patterning skills using three learning modes: concrete materials, screen-based technological tools, and combined modes. Children using dynamic interactive software and virtual manipulatives to solve pattern-eliciting tasks engaged in more “experimental” representations and created more patterns and transformations than children using concrete materials. However, there were no qualitative differences observed between children's understanding of simple repetition. This research highlights new ways of mathematics learning that can be enhanced through explicit techniques afforded by technology.