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Learning number sense through digital games with intrinsic feedback
2016
Australasian Journal of Educational Technology
The paper proposes a new interdisciplinary approach to helping low attaining learners in basic mathematics. It reports on the research-informed design and user testing of an adaptive digital game based on constructionist tasks with intrinsic feedback. The approach uses findings from the neuroscience of dyscalculia, cognitive science research on conceptual understanding in mathematics, and mathematical education research to inform the detailed pedagogic design. It is interdisciplinary in the
doi:10.14742/ajet.3116
fatcat:tijcnlksyvctjfiburkbcmorc4