This paper explores the way in which young children (6 year olds) made sense of screen-based images on the computer. The participants were required to interpret 3D-like representations and relate these images to objects in their environment. Both static and relatively dynamic software programs were used in the investigation. Some of the children could not make links between the screen representation and the intended three-dimensional (3D) objects. It is argued that young children should be exposed to activities that establish explicit links between 2D and 3D objects ''away'' from the computer before attempting the more difficult links required to interpret and represent 3D objects in ICT contexts.
|Number of pages||18|
|Journal||International Journal of Computers for Mathematical Learning|
|Publication status||Published - 2002|