Educational multi-touch applications, number sense, and the homogenizing role of the educator

TL;DR

This study examines how an educator's use of specific iPad apps in preschools aimed at developing number sense can unintentionally lead to homogenized learning schemes, potentially hindering children's number sense development.

Contribution

It highlights the homogenizing effect of educator-led app interventions on children's number sense development in early education.

Findings

Interventions led to homogenized learning schemes among children.

Homogenization sometimes inhibited the development of number sense.

The role of the educator can unintentionally limit diverse learning pathways.

Abstract

As part of an educational project proposed in Italian preschools, an educator followed a tested protocol proposing two chosen iPad apps to children of ages 5 to 6. Though her interventions were supposedly aimed at strengthening the number sense of the children, the result was a homogenization of their schemes, in various cases seemingly inhibiting development of number sense.