ABSTRACT
We’ve all seen the video clips: children, as young as two, interacting with iPads, phones, or other mobile technologies in purposeful, meaningful ways. While there is clearly engagement, what is the nature of this engagement and any associated learning? This chapter considers the ways children in the early years might learn when engaging with mathematics through tablet apps, and the pedagogy that might best facilitate learning. In recent years in educational settings, there has been a proliferation in the
availability and usage of mobile technologies (Philip and Garcia, 2015). Their low instrumentation and ease of operation, coupled with the interaction being focused primarily on touch and sight, make them more intuitive than pencil-and-paper technology for young learners. Linked to the increase in mobile technology use is the increased availability of educational apps. However, questions have been raised
regarding the appropriateness of the content and pedagogical approaches of teachers using mathematics apps in their classrooms (Larkin, 2013). If apps are an inevitable and relatively enduring element of the evolving digital world, we need to consider the ways they might stimulate children’s thinking in a variety of areas, including mathematics, and how teachers might optimise their potential for children’s mathematics learning. Mathematical and logical intelligence are evident in children who are able to
recognise and explore patterns, categorise, and work out relationships using objects. It also includes problem-solving and experimenting (Boyes, 2001). In light of the previous chapter reporting some clear learning gains for UK and Malawi children using the onebillion maths apps, this chapter considers how apps more generally might enhance children’s mathematics capabilities. The chapter begins by consider - ing the use of iPad apps for learning in general, followed by a brief discussion concerning the nature and place of mathematics in the early years. A section on mathematical apps and discussion of associated pedagogy will consider how children’s apps might best be used for mathematics learning. Interwoven through the chapter will be some practical suggestions for learning and teaching practice.
