Designing Tangible Interfaces for Mathematics Learning in Elementary School

Manipulatives are tools to which teachers may resort to help pupils overcome learning difficulties in elementary school Mathematics. Building on innovative information and communication technology, tangible interfaces aggregate new forms of interaction to the benefits of traditional manipulatives. Following a context-based methodology, we designed a tangible interface aimed at offering material support for the learning of fractions in Brazilian elementary schools. Our design process was based on principles derived from socio-cultural theory and usercentered design guidelines which prioritizes the analysis of context and the pragmatics of use. This process allowed us to propose an artifact which would satisfy both students’ needs and product requirements, as elicited in our research.