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Direct linkGünes, Canan – Digital Experiences in Mathematics Education, 2021
When two third-graders collaboratively manipulated a multi-modal, digital learning device called TouchTimes (hereafter, TT), that introduces multiplication through visual, tangible and symbolic means, their thinking about quantity shifted from being additive to being multiplicative. In this study, I examine the children's interactions around/with…
Descriptors: Multiplication, Thinking Skills, Mathematics Instruction, Teaching Methods
