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Assistance technique

Contactez tangible.mathematics@gmail.com si vous avez des questions, des problèmes ou des suggestions.

Ressources supplémentaires

  • La chaîne YouTube TouchCounts
  • La corrélation entre TouchCounts et les Résultats d'apprentissage prescrits en C.-B. pour Le nombre (PDF), créée par Sarah Wong.

Bibliographie de recherche

Dans ces articles, vous trouverez plus d'information sur les aspets théoriques de TouchCounts, ainsi que des résultats de différentes recherches empiriques :

  • Cohen, R., Chorney, S. & Sinclair, N. (2017). Equity and Access to the Complexity of Number: A Multimodal, Digital Approach. In S. Celedon-Pattichis, D. White & M. Civil (Eds), Access and Equity: Promoting high quality mathematics in grades K-2. Reston, VA: NCTM.
  • Ferrara, F., & Saviolo, K. (2018). Touching Numbers and Feeling Quantities: Methodological Dimensions of Working with TouchCounts. In. N. Calder, K. Larkin and N. Sinclair (Eds.), Using Mobile Technologies in the Teaching and Learning of Mathematics. Cham, Switzerland: Springer International Publishing.
  • Jackiw, N. & Sinclair, N. (2017). TouchCounts and gesture design. In T. Hammond, A. Adler & M. Prasad (Eds), Frontiers in pen and touch: Impact of pen and touch technology on education. (pp. 51-61). Cham, Switzerland: Springer International Publishing.
  • Sedaghatjou, M. & Campbell, S. (2017). Exploring cardinality in the era of touchscreen- based technology. International Journal of Mathematical Education in Science and Technology, 48(8), 1225–1239.
  • Sinclair, N., Chorney, S. & Rodney, S. (2015). Rhythm in number: exploring the affective, social and mathematical dimensions of using TouchCounts. Mathematics Education Research Journal, 28(1), 31-51.
  • Sinclair, N., & Heyd-Metzuyanim, E. (2014-2019). Learning number with TouchCounts: The role of emotions and the body in mathematical communication. Technology, Knowledge and Learning, 19, 81-99. (This paper describes how TouchCounts engages children in self-initiated mathematic activity that enables them to develop more fluency in counting and adding.)
  • Sinclair, N. & Pimm, D. (2015). Whatever be their number: Counting on the visible, the audible and the tangible. In M. Meletiou-Mavrotheris, K. Mavrou & E. Paparistodemou (Eds), Integrating touch-enabled and mobile devices into contemporary mathematics education (pp. 50-80). Hershey, PA: IBI Global.
  • Sinclair, N. & Pimm, D. (2015). Mathematics using multiple sense: Developing finger gnosis with three-and four-year-olds in an era of multi-touch technologies. Asia-Pacific Journal of Research in Early Childhood Education, 9(3), 99-109.
  • Sinclair, N. & Zazkis, R. (2017). Everybody counts: Designing tasks for TouchCounts. In A. Leung & A. Baccaglini-Frank (Eds), Digital technologies in designing mathematics education tasks (pp. 175-191). Cham, Switzerland: Springer International Publishing.