The ability to count objects is a crucial skill for young children. We report on an experimental study that utilized a Kinect Sesame Street TV intervention designed to support two types of counting activities. Our quantitative analysis is supplemented by our preliminary qualitative analyses, and the complexity of these contexts for mathematical learning is unpacked with the assistance of literature from the fields of mathematics education and cognitive science. We conclude by making recommendations for interactive educational design in general.
Young Children ‘Kinect-ing’ Sesame Street and Mathematics
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https://doi.org/10.1184/R1/6686804.v1