PRE2023 3 Group 9
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Digital Abacus
| Member | Student Number | Major |
|---|---|---|
| Ciska | 1735004 | BCS |
| Lucas | 1437372 | BCS |
| Mex | 1808753 | BCS |
| Sandor | 1843990 | BCS |
| Tjeh | 1778749 | BCS |
| Kevin | 1864548 | BCS |
Plan
Many children struggle with learning how to count. Addition and multiplication are difficult subject to master, so we want to develop a digital device to help teachers and students: a digital abacus. First we will look into visual learning and how to teach math using visualisation, which we can then apply when designing the device. Then we will start designing either a physical prototype or a simulation of our counting device.
1. Objectives
2. Users
3. State-of-the-Art
Different ways of using an abacus https://enthu.com/blog/abacus/how-to-use-an-abacus/
4. Approach
5. Planning
6. Milestones
7. Deliverables
8. Division
Appendix
Logbook (140 / 8 = 17.5 hours per week)
| Week | Name | Hours Spent | Total Week | Total Overall |
|---|---|---|---|---|
| 1 | Ciska | Meeting1 (2h), Brainstorm (1h), Meeting2 (4h) | 7 | 7 |
| Lucas | Meeting (2h), | |||
| Mex | Meeting (2h), | |||
| Sandor | Meeting (2h), Brainstorm (1h) | |||
| Tjeh | Meeting (2h), Brainstorm (1.5h) | |||
| Kevin | Meeting (2h), Brainstorm (1h) | |||
| 2 | ||||
Sources
- Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15(1), 60–68. https://doi.org/10.1002/ddrr.46