Shared curiosity, technology and mathematics: Exploring transitions between two and three dimensions

The purpose of this study is to examine how children in ECEC settings use digital tablets, focussing particularly on physical geometrical shapes and mathematical understanding and learning.

The authors conclude that the combination of technology and traditional bricks or other three-dimensional shapes provides the children with a richer experience and understanding of the geometrical shapes. Digital tablets can help children explore the different geometrical shapes. However, it is still important that children are able to hold and touch the physical three-dimensional shapes. The study shows that the children had not yet developed the words for the different geometrical shapes. They were more likely to recognise the shapes on the basis of their appearance rather on their geometrical characteristics. For example, the children were able to say that a figure was a rectangle because it looks like a door, and not because it has certain geometrical characteristics. The results indicate that the children were developing the ability to characterise and sort shapes on the basis of their geometrical characteristics.

The empirical material is based on video recordings from one ECEC centre with children aged 4-6 years. Together with the ECEC staff, the researchers developed a number of activities for the children to take part in. The activities focussed on the characteristics of the different geometrical shapes. Different three-dimensional shapes (such as traditional bricks) and digital tablets were used in all activities to investigate the children's understanding of the different geometrical shapes when changing between 3D and 2D. The activities were open and informal and they were optional for the children. Two selected cases from the video recordings were analysed in relation to the children's geometrical understanding.

Pettersen, G. F., Volden, M., & Ødegaard, E. E. (2016). Shared curiosity, technology and mathematics: Exploring transitions between two and three dimensions. I: Garvis, S., & Lemon, N. (red.). Understanding digital technologies and young children: An international perspective, 59-73. London: Routledge.