Student Name: Somayeh Montaseri
July 23, 2017
Source:
Computers & Education 54 (2010) 622–640
Title:
The role of physical representations in solving number problems _ A comparison of young children’s use of physical and virtual materials
Abstract:
The authors try to explore the role of physical representations in children’s numerical learning. They identified the benefits of using a graphical teaching to understand developing an interactive solution in education. In order to achieve the goal, they selected a range of children aged 4 to 8 years by focusing on numerical partitioning task. As evidence to demonstrate the outcomes, 3 studies are reported by using blocks as physical objects through manipulating properties of the physical materials. The study demonstrated an advantage for physical materials. whether blocks were moved individually or as a group. Furthermore, they compared strategies when children were asked to constrain movements to one block at a time. The result was differences using both hands. The final test was about using a graphical user interface. As a result, significant differences were found in physical versus virtual scenarios.
The aim of Study:
The aim of the study was to find out the evaluate the benefit of physical materials such as Lego compare to virtual facilities. The effort identified potential benefits supported by some empirical pieces of evidence, however, didn’t investigate best teaching practises. The opportunity of computer generated solutions by using interfaces such as camera, sensors, mouse or keyboard introduced for making physically experiences via virtual operations. The research has attempted to identify any unique advantage offered through direct physical interaction by comparing children’s use of physical versus virtual representations. Furthermore, Understanding the properties of physical materials and how these relate to learning investigated to predict which material will be more beneficial.
Method:
The method applied in this research used a within the subject design with No Materials/Paper/Physical Representation due to the independent variable. All children involved in solving partitioning problems. In this method children invited through an advertisement programme around several local schools, describing how children could act as ‘scientists’ by taking part in different projects. In order to conduct the research, materials and procedures well designed. Testing took place in a large place but each study area was partitioned and noise levels were generally low. Children were all accompanied by their parents who were asked to sit slightly behind their children to avoid unintended prompts. The interviewer spent up with students and changed the supporting materials such as image and the name of the character with the bags. The interviewer used the materials to model all of the answers by moving the blocks into different groups, or by drawing circles around squares in the paper condition to make groups. As part of the defined method, children’s solutions were scored according to the number of unique correct partitioning solutions they gave. Finally, group data were tested for homogeneity of variance and revealed significant departures from normality, therefore non-parametric analyses were carried out. For the qualitative analysis, using physical blocks and impact on case studies selected. The blocks, being physical materials, have a number of properties that are different to pictures of blocks on paper as potential sources of support in problem-solving.
Observations taken from the videotapes in this study showed tangible results.
Main Findings:
This research has compared the role of physical representations in a numerical task and compared young children’s strategies with virtual materials. The research focused on scenarios which involve moving individual or multiple objects. The research, interactive technologies can be designed to foster or constrain these actions and the challenge is to identify which actions are most appropriate for learning in different tasks. If interpreting incremental changes is a key feature of the task it may be beneficial to constrain manipulation to one object at a time. If the task involves exploring changes of groups of objects – possibly such as fractions, tens and units, multiples or even unstructured play – it may be beneficial to use tools which facilitate manipulation of multiple objects.
The advocates for virtual materials describe many of the benefits of digital materials, such as providing multiple representations, feedback and records.
With the development of new technologies, such as table top computers and tangible technologies, it should be possible to benefit from these digital features with different forms of interface. This research has not demonstrated that one type of interface will be preferable. Instead, it has shown that different interfaces can influence the actions children make in a numerical task. If different actions lead to different ideas, it is important to consider how a particular interface can foster the desired ideas we want children to grasp.
