Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)

Abstract

Touchscreen devices have become prominent in a variety of educational contexts due to their use of hands-on and interactive learning styles, and particularly for their direct engagement, rapid orientation, and multi-touch affordances, which textbooks and oral instruction may not always provide. As such, over the past decade, both the number of touchscreen applications for mathematics learning and the body of research examining their efficacy have increased. Yet, there are still few existing systematic reviews of how these touchscreen-based mathematics applications promote K-12 student learning. In response, this paper provides an in-depth examination of extant studies which adopt practices that utilize touchscreen technology for K-12 mathematics teaching and learning. The Web of Science database was searched for research published between 2010 and 2023, and 34 papers were chosen to review the empirical bases of touchscreen-based mathematics learning. These articles were analyzed based on the educational contexts found, touchscreen actions prompted, and the mathematical meanings elicited from these actions. Most significantly, we propose a touchscreen action matrix that characterizes the actions performed on the touchscreen platform and presents the mathematical meanings derived from these action categories. We hope that this review and characterization provide guidance for researchers, designers, and educators in eliciting mathematical knowing with action-based design in touchscreen medium.