Anahita Ashineh
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Anahita Ashineh has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Alireza Zandi
Utah State University, USA
1 shared publication - Jessica F. Shumway
Utah State University, USA
1 shared publication - Jody Clarke-Midura
Utah State University
1 shared publication - Whitney Clawson
Utah State University, USA
1 shared publication
Latest Publications
- Open Access
- 21 June 2024
- Published by Association for Computing Machinery (ACM)
- p. 47-56
What Happened to the Geometry? Examining Spatial and Mathematical Concepts in Computational Toys and Kits for Young Children
This paper explores the design of computational toys and kits for young children (ages 4-7) as tools for learning integrated mathematical, spatial, and computational thinking concepts. Specifically, we examine how the design features of the toys and kits represent the concepts of rotation on a point and spatial orientation of the agent. We examine toys and kits sold commercially, developed through research, and used in early childhood classrooms. Our findings indicate that the mathematical and spatial concepts are overlooked in some designs. Prior research examined toys for their affordances related to computational thinking, the present study contributes to understanding of how these toys and kits have the potential to foster foundational mathematics and spatial skills. We discuss implications for design of toys and kits as well as recommendations for future research.
- 21 June 2024
- Published by Association for Computing Machinery (ACM)
- p. 47-56
Open AccessWhat Happened to the Geometry? Examining Spatial and Mathematical Concepts in Computational Toys and Kits for Young Children
This paper explores the design of computational toys and kits for young children (ages 4-7) as tools for learning integrated mathematical, spatial, and computational thinking concepts. Specifically, we examine how the design features of the toys and kits represent the concepts of rotation on a point and spatial orientation of the agent. We examine toys and kits sold commercially, developed through research, and used in early childhood classrooms. Our findings indicate that the mathematical and spatial concepts are overlooked in some designs. Prior research examined toys for their affordances related to computational thinking, the present study contributes to understanding of how these toys and kits have the potential to foster foundational mathematics and spatial skills. We discuss implications for design of toys and kits as well as recommendations for future research.