Multimodal Algebra Learning: From Math Manipulatives to Tangible User Interfaces
Published in i-com, 2018
Recommended citation: Reinschlüssel, A., Alexandrovsky, D., Döring, T., Kraft, A., Braukmüller, 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
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 field 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.