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Multimodal algebra learning: from math manipulatives to tangible user interfaces

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Standard

Multimodal algebra learning : from math manipulatives to tangible user interfaces. / Reinschlassel, Anke; Alexandrovsky, Dmitry; Doering, Tanja et al.

in: i-com, Jahrgang 17, Nr. 3, 19.12.2018, S. 201-209.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Harvard

Reinschlassel, A, Alexandrovsky, D, Doering, T, Kraft, A, Braukmuller, M, Janßen, T, Reid, D, Vallejo, E, Bikner-Ahsbahs, A & Malaka, R 2018, 'Multimodal algebra learning: from math manipulatives to tangible user interfaces', i-com, Jg. 17, Nr. 3, S. 201-209. https://doi.org/10.1515/icom-2018-0027

APA

Reinschlassel, A., Alexandrovsky, D., Doering, T., Kraft, A., Braukmuller, M., Janßen, T., Reid, D., Vallejo, E., Bikner-Ahsbahs, A., & Malaka, R. (2018). Multimodal algebra learning: from math manipulatives to tangible user interfaces. i-com, 17(3), 201-209. https://doi.org/10.1515/icom-2018-0027

Vancouver

Reinschlassel A, Alexandrovsky D, Doering T, Kraft A, Braukmuller M, Janßen T et al. Multimodal algebra learning: from math manipulatives to tangible user interfaces. i-com. 2018 Dez 19;17(3):201-209. doi: 10.1515/icom-2018-0027

Bibtex

@article{581291972a8e4307bf2f0003bc822b07,
title = "Multimodal algebra learning: from math manipulatives to tangible user interfaces",
abstract = "While manipulatives have played an important role in children's mathematics development for decades, employing tangible objects together with digital systems in the classroom has been rarely explored yet. In a transdisciplinary research project with computer scientists, mathematics educators and a textbook publisher, we investigate the potentials of using tangible user interfaces for algebra learning and develop as well as evaluate a scalable system for different use cases. In this paper, we present design implications for tangible user interfaces for algebra learning that were derived from a comprehensive feld study in a grade 9 classroom and an expert study with textbook authors, who also are teachers. Furthermore, we present and discuss the resulting system design.",
keywords = "Adaptive system, Collaborative learning, Embodied interaction, Multimodal feedback, Smart objects, Tabletop interaction, Tangible user interface, Informatics",
author = "Anke Reinschlassel and Dmitry Alexandrovsky and Tanja Doering and Angelie Kraft and Maike Braukmuller and Thomas Jan{\ss}en and David Reid and Estela Vallejo and Angelika Bikner-Ahsbahs and Rainer Malaka",
note = "Special Issue {"}Tangible Interaction and its Applications{"} Heft der Zeitschrift i-com Publisher Copyright: {\textcopyright} 2011-2019 by Walter de Gruyter GmbH.",
year = "2018",
month = dec,
day = "19",
doi = "10.1515/icom-2018-0027",
language = "English",
volume = "17",
pages = "201--209",
journal = "i-com",
issn = "1618-162X",
publisher = "Walter de Gruyter GmbH",
number = "3",

}

RIS

TY - JOUR

T1 - Multimodal algebra learning

T2 - from math manipulatives to tangible user interfaces

AU - Reinschlassel, Anke

AU - Alexandrovsky, Dmitry

AU - Doering, Tanja

AU - Kraft, Angelie

AU - Braukmuller, Maike

AU - Janßen, Thomas

AU - Reid, David

AU - Vallejo, Estela

AU - Bikner-Ahsbahs, Angelika

AU - Malaka, Rainer

N1 - Special Issue "Tangible Interaction and its Applications" Heft der Zeitschrift i-com Publisher Copyright: © 2011-2019 by Walter de Gruyter GmbH.

PY - 2018/12/19

Y1 - 2018/12/19

N2 - While manipulatives have played an important role in children's mathematics development for decades, employing tangible objects together with digital systems in the classroom has been rarely explored yet. In a transdisciplinary research project with computer scientists, mathematics educators and a textbook publisher, we investigate the potentials of using tangible user interfaces for algebra learning and develop as well as evaluate a scalable system for different use cases. In this paper, we present design implications for tangible user interfaces for algebra learning that were derived from a comprehensive feld study in a grade 9 classroom and an expert study with textbook authors, who also are teachers. Furthermore, we present and discuss the resulting system design.

AB - While manipulatives have played an important role in children's mathematics development for decades, employing tangible objects together with digital systems in the classroom has been rarely explored yet. In a transdisciplinary research project with computer scientists, mathematics educators and a textbook publisher, we investigate the potentials of using tangible user interfaces for algebra learning and develop as well as evaluate a scalable system for different use cases. In this paper, we present design implications for tangible user interfaces for algebra learning that were derived from a comprehensive feld study in a grade 9 classroom and an expert study with textbook authors, who also are teachers. Furthermore, we present and discuss the resulting system design.

KW - Adaptive system

KW - Collaborative learning

KW - Embodied interaction

KW - Multimodal feedback

KW - Smart objects

KW - Tabletop interaction

KW - Tangible user interface

KW - Informatics

UR - http://www.scopus.com/inward/record.url?scp=85061191291&partnerID=8YFLogxK

U2 - 10.1515/icom-2018-0027

DO - 10.1515/icom-2018-0027

M3 - Journal articles

AN - SCOPUS:85061191291

VL - 17

SP - 201

EP - 209

JO - i-com

JF - i-com

SN - 1618-162X

IS - 3

ER -

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DOI