A Framework for Examining Technologies and Early Mathematics Learning

Abstract

Research on young children's mathematics learning with technology is in many ways in its infancy. Given that in western societies young children are increasingly engaging with technologies in their learning and play further research examining the affordances of these tools for mathematics learning is needed. This chapter examines the role of interactive technologies in early mathematics learning with three- to eight-year-olds. Exemplars are presented to highlight how the pedagogic design of technologies affords early mathematics learning. Data are drawn from the two authors' early research, doctoral theses and current research projects. Given that today's children are frequently immersed in these technological tools, this work outlines a pedagogic framework that may assist educators in making informed decisions regarding technology.