What Happened to the Geometry? Examining Spatial and Mathematical Concepts in Computational Toys and Kits for Young Children 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.