This paper explores how a young child (56 m) builds an understanding of the cardinality principle through communicative, touchscreen-based activities involving talk, gesture and body engagement working via multimodal, touchscreen interface using contemporary mobile technology. Drawing upon Nemirovsky's perceptuomotor integration theoretical lens…

This article describes a conceptual framework developed to illuminate how prospective teachers' learning experiences are shaped by didactic-sensitive activities in departments of mathematics. We draw from the experiences of prospective teachers in the Department of Mathematics at our institution in designing, implementing (i.e. computer…

Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers' knowledge of the discipline and pedagogical content knowledge. We theorized…