Torgny Ottosson

What does it take to read a map

On the basis of a brief review of research on childrens map-reading and map understanding, basic difficulties in map understanding are discussed. It is concluded that neither projection, symbolization, nor scale are crucial problems. Instead map understanding is based on an understanding of spatial relationships between real-world features. It is argued a that the ‘view-from-above’ metaphor common in introductory map teaching is inadequate, b that viewing the map as a miniature provides a better basis for instruction, and c that the knowledge that children already possess of the world around them should be the starting-point for map teaching.

Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction

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 childrens 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.

‘I'm entitled to make mistakes and get corrected’: students' self positioning in inquiries into academic conduct

Many studies show that students self-report to having bought, downloaded and ghostwritten essays, as well as to failing to attribute quoted material and other similar actions. These actions are all classified as plagiarism, and based on this classification these students are positioned as cheaters. This study shows that there is reason to critically scrutinize such positioning. Using positioning theory, drawing on data from disciplinary inquiries, we show that such actions may be constituted as acts of complaining, justifying, blaming and the like. Students justify these actions using storylines about ambiguous instructions, failing technology and difficulties distinguishing between plagiarism and autonomous authorship. We find that there are four positions such students try to make available for themselves as they attempt to reposition themselves, those of victim, learner, professional and repentant offender. Being suspected of cheating or plagiarism is a malignant position to be in; however, while students may attempt to reposition themselves in less malignant positions, such as that of victim, such attempts generally fail to lead to exoneration.

Motivation for orienteering An exploratory analysis using confirmatory factor analytic techniques

The aim of the present study was to investigate and identify different dimensions of motivation for the sport of orienteering, as well as to compare the strength of these dimensions by sex and age. Data for 512 subjects was analyzed with confirmatory factor analytic techniques in an extensive process where model generating was the primary matter of interest. There appear to be three broad main dimensions of motivation for orienteering. There is a main distinction between a social-recreational dimension and one reflecting a desire to achieve. Within the social-recreational dimension it is possible to identify more specific factors. In addition, there seems to be a relatively broad and distinct dimension, which is partly related to the other two, reflecting a search for internal stimulation. Comparisons of means of latent variables by sex and age indicate a number of clear and interesting differences.

Making sense of iconic symbols : A study of preschool children conducting a refuse-sorting task.

This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five years of age. From the children’s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.

Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research

This chapter aims at describing research on Fingu, a virtual manipulative housed in a game environment, which is designed to support young children’s learning and development of number concepts and flexible arithmetic competence. More specifically Fingu targets the understanding and mastering of the basic numbers 1–10 as part-whole relations, which according to the literature on early mathematics learning is critical for this development. In the chapter, we provide an overview of the theoretical grounding of the design, development and research of Fingu as well as the theoretical and practical design rationale and principles. We point out the potential of Fingu as a research platform and present examples of some of the empirical research conducted to demonstrate the learning potential of Fingu. Methodologically, the research adopts a design-based research approach. This approach combines theory-driven design of learning environments with empirical research in educational settings, in a series of iterations. In a first series of iterations, a computer game—the Number Practice Game—was designed and researched, based on phenomenographic theory and empirical studies. In a second series of iterations, Fingu was designed and researched, based on ecological psychology in a socio-cultural framing. The design trajectory of NPG/Fingu thus involves both theoretical development and (re)design and development of specific educational technologies.

Visual effects as an aid in learning hierarchically organized information

Abstract The question at issue in this study is whether the use of visual effects may facilitate learning of hierarchically organized information in a computerized data base. Two versions of such a data base were constructed, one (VE) including visual effects emphasizing the direction of a move within the structure, and one (NE) without. The efficiency with which subjects (13-year-old students), using the VE (N = 50) or NE (N = 52) versions, learned the content of the data base was measured by a paper-and-pencil test. Scores on a battery of ability tests were used to form a hierarchical model of intelligence, in which a general factor was identified together with specialized verbal and spatial factors. In addition, a measurement model for the achievement test was fitted to the data. Performance was then related to the ability factors in a series of LISREL models. No main effects could be detected. However, differential effects were found, the main finding being that the addition of visual effects seems to have lowered the demands on general ability, a result that fits into a more general pattern of results from research on aptitude-treatment interaction (ATI) effects.