TY  - JOUR
AU  - González, C.
AU  - Noda, A.
AU  - Bruno, A.
AU  - Moreno, L.
AU  - Muñoz, V.
T1  - Learning subtraction and addition through digital boards: a Down syndrome case
LA  - eng
PY  - 2015
SP  - 29
EP  - 44
T2  - Universal Access in the Information Society
SN  - 1615-5297
VL  - 14
IS  - 1
PB  - Springer Verlag
AB  - This paper examines key issues involving the interaction, design and usability of a digital whiteboard interface to support Down syndrome (DS) students in their learning of addition and subtraction algorithms. The research goals include (a) to identify the main interaction difficulties present when executing addition and subtraction operations and (b) to improve the interaction design of the digital whiteboard interface to adapt it to DS characteristics. In order to achieve these goals, several studies (usability and educational) were conducted with experts and children. These methods and techniques included prototyping, questionnaires (pre-post), thinking out loud, video-recording and structured observation. As regards the interaction aspects with the whiteboard, the items evaluated included (a) mouse use, (b) placement of numbers and balls, (c) ball deletion and crossing out, (d) placement of the sign of the operation and (e) use of sensitive areas established in the worksheet. In addition, the paper presents the main strategies, procedures and errors of DS students for carrying out addition and subtraction algorithms that are more predominant in the DS population. Some relevant findings and results are presented, such as the importance of visual aids (graphics, balls, fingers, etc.) in teaching addition and subtraction to individuals with DS, the advantages of using the whiteboard for students who have difficulty writing, as they can focus on the operation at hand and forget their difficulties with handwriting, or mathematical errors arising from interaction issues.
DO  - 10.1007/S10209-013-0330-3
UR  - https://portalciencia.ull.es/documentos/5e3c3ae029995246bbf5fd52
DP  - Dialnet - Portal de la Investigación
ER  -