Abstract
ABSTRACT Tangible coding toys are designed to make coding accessible to young children, and because of their tangible and spatial nature, they are also viewed as tools for engaging children in mathematics. Research is needed to understand children’s awareness of toys’ design features and how they afford mathematical engagement. We conducted a qualitative study of 106 5-to-6-year-old children completing coding tasks (42 hours of video). Our research questions focused on children’s perceptions of design features, mathematical engagement, and how different design features afforded mathematics engagement. Results indicated (a) children perceived a variety of design features across coding toys; (b) children engaged in mathematics while perceiving features; and (c) distinct design features afforded engagement in specific mathematical concepts and skills, importantly, unit construction/coordination and spatial thinking. Implications include instructional strategies for eliciting mathematical engagement; product design suggestions; and theory development about the relationship between coding toy design features and mathematics.
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