We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Ruth Childs.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Hewitt.

Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 205-214).

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).

Thesis (M.Ed.(Computer-Assisted Education))-University of Pretoria, 2004. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M. Ed.)--York University, 2003. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 166-169). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ82951.

This research studied changes in ten middle school students' scientific conceptions during interaction with a computer microworld designed adaptively for exploring phases of the moon. Following direct observations of lunar phenomena, five students participated in the development of the computer microworld. The researcher implemented software design requests from the students based on their real world and microworld experience. Five different students used the final revised microworld and provided additional feedback. All sessions were transcribed and analyzed. Evidence from this case study suggests that this constructionist activity was a good catalyst for inducing conceptual change in learners—especially the five who had considerable ownership in the software development. Implications for classroom teaching strategies and suggestions for future research are offered.

As more universities begin to offer distance education classes, advances in current methods of delivering classroom information must be introduced. At present, universities use two different methods for distance education. The first is text-based web pages, which due to bandwidth restrictions are generally unable to display complex multimedia information. The second method is to videotape lectures and distribute the tapes to distant sites. While this does a reasonable job of simulating a classroom, the cost associated with producing and distributing the videos and the delay involved in distribution makes this system unattractive. This thesis presents a method for compressing the classroom video to a smaller size so that the lecture can be rebroadcast over the Internet without losing classroom information. In addition, methods will be demonstrated for automatically extracting various types of information from a videotaped lecture; this will result in a more interactive lecture than a simple videotape would provide.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 168-173). Also available in print.