An examination of children's learning progression shifts while using touch screen virtual manipulative mathematics apps

作者：

Highlights：

• Apps with open-ended number of tasks and representations promote shifts in learning.

• Apps with tasks at varying levels of difficulty lead children to shape concept image.

• Productive failure leads children to refine self-constructed math concepts.

摘要

•Apps with open-ended number of tasks and representations promote shifts in learning.•Apps with tasks at varying levels of difficulty lead children to shape concept image.•Productive failure leads children to refine self-constructed math concepts.

论文关键词：Virtual manipulatives,Learning progression,Mathematics apps,Early childhood

论文评审过程：Received 17 March 2016, Revised 5 July 2016, Accepted 22 July 2016, Available online 8 August 2016, Version of Record 8 August 2016.

论文官网地址：https://doi.org/10.1016/j.chb.2016.07.029