The Learning Potentials of Number Blocks

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

The Learning Potentials of Number Blocks. / Majgaard, Gunver; Misfeldt, Morten; Nielsen, Jacob.

Towards Learning and Instruction in Web 3.0.: Advances in Cognitive and Educational Psychology. ed. / Pedro Isaias; Dirk Ifenthaler; Demetrios Sampson; J. Michael Spector. New York : Springer Publishing Company, 2012. p. 289-301.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Majgaard, G, Misfeldt, M & Nielsen, J 2012, The Learning Potentials of Number Blocks. in P Isaias, D Ifenthaler, D Sampson & JM Spector (eds), Towards Learning and Instruction in Web 3.0.: Advances in Cognitive and Educational Psychology. Springer Publishing Company, New York, pp. 289-301. https://doi.org/10.1007/978-1-4614-1539-8_17

APA

Majgaard, G., Misfeldt, M., & Nielsen, J. (2012). The Learning Potentials of Number Blocks. In P. Isaias, D. Ifenthaler, D. Sampson, & J. M. Spector (Eds.), Towards Learning and Instruction in Web 3.0.: Advances in Cognitive and Educational Psychology (pp. 289-301). Springer Publishing Company. https://doi.org/10.1007/978-1-4614-1539-8_17

Vancouver

Majgaard G, Misfeldt M, Nielsen J. The Learning Potentials of Number Blocks. In Isaias P, Ifenthaler D, Sampson D, Spector JM, editors, Towards Learning and Instruction in Web 3.0.: Advances in Cognitive and Educational Psychology. New York: Springer Publishing Company. 2012. p. 289-301 https://doi.org/10.1007/978-1-4614-1539-8_17

Author

Majgaard, Gunver ; Misfeldt, Morten ; Nielsen, Jacob. / The Learning Potentials of Number Blocks. Towards Learning and Instruction in Web 3.0.: Advances in Cognitive and Educational Psychology. editor / Pedro Isaias ; Dirk Ifenthaler ; Demetrios Sampson ; J. Michael Spector. New York : Springer Publishing Company, 2012. pp. 289-301

Bibtex

@inbook{8dafd20079af42eeb0ef2fcafed164d7,
title = "The Learning Potentials of Number Blocks",
abstract = "In this paper it is described how an interactive cubic user-configurable modular robotic system can be used to support learning about numbers and their pronunciation. The development is done in collaboration with a class of 7–8 year old children and their mathematics teacher. The tool is called Number Blocks, and it combines physical interaction, learning, and immediate feedback. Number Blocks support the children{\textquoteright}s understanding of place value in the sense that it allows them to experiment with large numbers. We found that the blocks contributed to the learning process in several ways. The blocks combined mathematics and play, and they included and supported children at different academic levels. The auditory representation, especially the enhanced rhythmic effects of using speech synthesis, helped the children to pronounce large numbers. This creates a new context for learning mathematical aspects of number names and the place value system.",
author = "Gunver Majgaard and Morten Misfeldt and Jacob Nielsen",
year = "2012",
doi = "10.1007/978-1-4614-1539-8_17",
language = "English",
isbn = "978-1-4614-1538-1",
pages = "289--301",
editor = "Pedro Isaias and Dirk Ifenthaler and Demetrios Sampson and Spector, {J. Michael}",
booktitle = "Towards Learning and Instruction in Web 3.0.",
publisher = "Springer Publishing Company",

}

RIS

TY - CHAP

T1 - The Learning Potentials of Number Blocks

AU - Majgaard, Gunver

AU - Misfeldt, Morten

AU - Nielsen, Jacob

PY - 2012

Y1 - 2012

N2 - In this paper it is described how an interactive cubic user-configurable modular robotic system can be used to support learning about numbers and their pronunciation. The development is done in collaboration with a class of 7–8 year old children and their mathematics teacher. The tool is called Number Blocks, and it combines physical interaction, learning, and immediate feedback. Number Blocks support the children’s understanding of place value in the sense that it allows them to experiment with large numbers. We found that the blocks contributed to the learning process in several ways. The blocks combined mathematics and play, and they included and supported children at different academic levels. The auditory representation, especially the enhanced rhythmic effects of using speech synthesis, helped the children to pronounce large numbers. This creates a new context for learning mathematical aspects of number names and the place value system.

AB - In this paper it is described how an interactive cubic user-configurable modular robotic system can be used to support learning about numbers and their pronunciation. The development is done in collaboration with a class of 7–8 year old children and their mathematics teacher. The tool is called Number Blocks, and it combines physical interaction, learning, and immediate feedback. Number Blocks support the children’s understanding of place value in the sense that it allows them to experiment with large numbers. We found that the blocks contributed to the learning process in several ways. The blocks combined mathematics and play, and they included and supported children at different academic levels. The auditory representation, especially the enhanced rhythmic effects of using speech synthesis, helped the children to pronounce large numbers. This creates a new context for learning mathematical aspects of number names and the place value system.

U2 - 10.1007/978-1-4614-1539-8_17

DO - 10.1007/978-1-4614-1539-8_17

M3 - Book chapter

SN - 978-1-4614-1538-1

SP - 289

EP - 301

BT - Towards Learning and Instruction in Web 3.0.

A2 - Isaias, Pedro

A2 - Ifenthaler, Dirk

A2 - Sampson, Demetrios

A2 - Spector, J. Michael

PB - Springer Publishing Company

CY - New York

ER -

ID: 227417972