Understanding Children’s Learning of Part–Whole Relations Using Fingu

Abstract

AbstractIn this article, we investigate the effects of the app Fingu on a child’s understanding of the part-whole concept. Using the Artifact Centric Activity Theory framework, we initially analyse the internalisation and externalisation processes that appear to occur during one child’s use of the app. Based on the learning from this process, we then use other aspects of the framework, in particular the subject-artifact-group triangle, to understand how Fingu might be used productively in mathematics education classrooms. Using a 13-min video of a child playing Fingu as our data source, we analyse how children might, as they learn about part-whole relationships, interact with the game. We also investigate how design principles in creating apps can impact on the experience of using the app in ways that may be unintended by their designers. This work has implications for app designers and for mathematics educators seeking to incorporate digital technologies into mathematics education.