Article

Teaching table: a tangible mentor for pre-k math education

Authors:

Madhur Khandelwal,

Ali MazalekAuthors Info & Claims

TEI '07: Proceedings of the 1st international conference on Tangible and embedded interaction

Pages 191 - 194

https://doi.org/10.1145/1226969.1227009

Published: 15 February 2007 Publication History

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Abstract

In this paper, we describe the design and implementation of Teaching Table -- an interactive tabletop audio-visual device aimed at enhancing the learning experience for pre-kindergarten children by involving them in physical activities. Using electromagnetic sensing technology, the table can track tagged objects placed on its surface, accurately identifying their type and location while providing a coincident visual display and audio feedback. Teaching activities that are aimed at developing early math skills have been created for the table in alignment with standard curriculum guidelines for pre-K schools. Additionally, we include software based assessment tools for mentors/teachers to easily track an individual child's progress during the process of interacting with the table.

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Cited By

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Yuan YGenatempo PJin QYarosh S(2024)Field Trial of a Tablet-based AR System for Intergenerational Connections through Remote ReadingProceedings of the ACM on Human-Computer Interaction10.1145/36536968:CSCW1(1-28)Online publication date: 26-Apr-2024
https://dl.acm.org/doi/10.1145/3653696
Emen-Parlatan MÖrdek-İnceoğlu SGürgah-Oğul İAslan D(2023)Technology and early mathematics skills: Effectiveness of I Love Math with RobotsThe Journal of Educational Research10.1080/00220671.2023.2203092(1-10)Online publication date: 28-Apr-2023
https://doi.org/10.1080/00220671.2023.2203092
Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
https://dl.acm.org/doi/10.1145/3490149.3501313
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Index Terms

Teaching table: a tangible mentor for pre-k math education
1. Applied computing
  1. Education
    1. Computer-assisted instruction
2. Human-centered computing
  1. Human computer interaction (HCI)

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Reviews

Reviewer: Amos O Olagunju

Interaction with physical objects is a vital part of early cognitive development and mathematics education for young children. Tangible interfaces promote the creation and discovery of mathematical objects via interaction with real-world models [1]. However, the design and implementation of a generic platform for simultaneously illuminating the multiplicity of abstract mathematics concepts and tracking the performance of individual children in a classroom is not easy. Khandelwal and Mazalek present an interactive tabletop audio-visual instrument for promoting mastery learning of pre-kindergarten (pre-k) mathematics. The device uses electromagnetic sensing technology to accurately track, identify, and locate tagged objects on its surface, and to provide visual displays and audio feedback. Although the device as it is currently implemented is aligned with the mathematics activities in the Georgia State Content Standards for Pre-K curriculum, the generic system lends itself to adaptation beyond pre-k mathematics. The tool uses a structure of scaffolds to incrementally allow children to learn from mistakes. The system provides vital statistics, such as the completion time, the number of unsuccessful attempts, and the average time for all children to complete an activity. The effectiveness of the teaching table device is presently under evaluation within a focus group of teachers and pre-k children. Despite the lack of concrete evidence for its significance, I strongly recommend this novel device for further assessments by the new generation of kindergartners. There is sufficient evidence of the usefulness of touchable interfaces in the literature [1]. Accordingly, I advocate the immediate use of this system at preschools, to help augment the self-paced learning of mathematics. Online Computing Reviews Service

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Information & Contributors

Information

Published In

TEI '07: Proceedings of the 1st international conference on Tangible and embedded interaction

February 2007

296 pages

ISBN:9781595936196

DOI:10.1145/1226969

Conference Chairs:
Brygg Ullmer
Louisiana State University, Baton Rouge, Louisiana
,
Albrecht Schmidt
Ludwig-Maximilians-University, Munich, Germany

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCHI: ACM Special Interest Group on Computer-Human Interaction

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 15 February 2007

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TEI07

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TEI07: Tangible and Embedded Interaction 2007

February 15 - 17, 2007

Louisiana, Baton Rouge

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Overall Acceptance Rate 393 of 1,367 submissions, 29%

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Cited By

View all

Yuan YGenatempo PJin QYarosh S(2024)Field Trial of a Tablet-based AR System for Intergenerational Connections through Remote ReadingProceedings of the ACM on Human-Computer Interaction10.1145/36536968:CSCW1(1-28)Online publication date: 26-Apr-2024
https://dl.acm.org/doi/10.1145/3653696
Emen-Parlatan MÖrdek-İnceoğlu SGürgah-Oğul İAslan D(2023)Technology and early mathematics skills: Effectiveness of I Love Math with RobotsThe Journal of Educational Research10.1080/00220671.2023.2203092(1-10)Online publication date: 28-Apr-2023
https://doi.org/10.1080/00220671.2023.2203092
Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
https://dl.acm.org/doi/10.1145/3490149.3501313
Vansan Gonçalves JBonacin Rdos Reis J(2021)Tangible Solutions for Learning Basic Math Skills: Exploring Concepts of Emotions and EnactionLearning and Collaboration Technologies: Games and Virtual Environments for Learning10.1007/978-3-030-77943-6_9(133-152)Online publication date: 3-Jul-2021
https://doi.org/10.1007/978-3-030-77943-6_9
Yuan YYarosh SBrewster SFitzpatrick GCox AKostakos V(2019)Beyond TutoringProceedings of the 2019 CHI Conference on Human Factors in Computing Systems10.1145/3290605.3300679(1-14)Online publication date: 2-May-2019
https://dl.acm.org/doi/10.1145/3290605.3300679
Resing WBakker MElliott JVogelaar B(2019)Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning?Journal of Computer Assisted Learning10.1111/jcal.1235835:4(540-554)Online publication date: 15-Apr-2019
https://doi.org/10.1111/jcal.12358
Resing WVogelaar BElliott J(2019)Children’s solving of ‘Tower of Hanoi’ tasks: dynamic testing with the help of a robotEducational Psychology10.1080/01443410.2019.168445040:9(1136-1163)Online publication date: 20-Nov-2019
https://doi.org/10.1080/01443410.2019.1684450
Veerbeek JHessels MVogelaar SResing W(2017)Pretest Versus No Pretest: An Investigation Into the Problem-Solving Processes in a Dynamic Testing ContextJournal of Cognitive Education and Psychology10.1891/1945-8959.16.3.26016:3(260-280)Online publication date: 1-Jan-2017
https://doi.org/10.1891/1945-8959.16.3.260
Mollo LBellotti FBerta RDe Gloria A(2016)Building Arduino-Based Tangible Serious Games for Elementary Mathematics and PhysicsGames and Learning Alliance10.1007/978-3-319-50182-6_6(60-69)Online publication date: 23-Nov-2016
https://doi.org/10.1007/978-3-319-50182-6_6
Resing WTunteler EElliott J(2015)The Effect of Dynamic Testing With Electronic Prompts and Scaffolds on Children’s Inductive Reasoning: A Microgenetic StudyJournal of Cognitive Education and Psychology10.1891/1945-8959.14.2.23114:2(231-251)Online publication date: 1-Jan-2015
https://doi.org/10.1891/1945-8959.14.2.231
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