Pips (times) Pods: Dancing towards multiplicative thinking
Résumé
This paper examines the design of an iPad touchscreen application (TouchTimes), that provides children with the opportunity for direct mathematical/multiplicative mediation through fingers and gestures. We describe the explorations of a pair of third-grade students with this technology, in which engagement with number in a multiplicative sense draws on a singular interaction between the eyes and both hands. Using a theoretical perspective informed by tool use and by embodiment in mathematical thinking and learning, we seek to gain insight into the affordances of the TouchTimes app in the development of multiplicative awareness in young children, with a specific focus on the multimodal nature of their mathematical interactions.
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