Learning Mathematics by Physically Exploring and Playing with Math Concepts in Children’s Owned Spaces: Playgrounds, Gyms, and Parks.

The Wearables for Learning project is investigating mathematics learning in elementary and middle school via authentic games that children play in the playground, which is full of rich mathematical properties, as can be seen to the right. 

​

We integrate technology with relay races, and scavenger hunts that target the development of number sense, measurement and geometry, and overlap technology to authentic children’s games that capitalize on this infrastructure to learn mathematics and excite kids about learning math. 

​

A recent EAGER award from the National Science Foundation will investigate middle schooler’s development of computational thinking as children create math games themselves, defining the behavior of wearables as finite-state-machines.

​

This research explores how learning with  physical-technology compares to learning with classic/passive-technology and how problem-posing adds inquiry-based approaches and ownership into the game, as well as motivational/affective impact on perceptions of mathematics and the drive to learn. 

​

The technology includes cell phones with NFC and SmartWatches  that act as “wearable tutors” that communicate mathematical cues about classmates' hiding places, or about the mathematical properties of hidden or sought objects.