Dr Kate Highfield
TitleCited byYear
Robotic Toys as a Catalyst for Mathematical Problem Solving.
K Highfield
Australian Primary Mathematics Classroom 15 (2), 22-27, 2010
iTouch and iLearn: An examination of “educational” apps
K Goodwin, K Highfield
Early Education and Technology for Children conference, March, 14-16, 2012
Early mathematics learning through exploration with programmable toys
K Highfield, J Mulligan, J Hedberg
Proceedings of the Joint Meeting of PME 32, 169-176, 2008
The role of dynamic interactive technological tools in preschoolers’ mathematical patterning
K Highfield, J Mulligan
Proceedings of the 30th annual conference of the Mathematics Education …, 2007
Apps for mathematics learning: a review of'educational'apps from the iTunes App Store
K Highfield, K Goodwin
Adelaide: Mathematics Education Research Group of Australasia (MERGA), 2013
A framework for examining technologies and early mathematics learning
K Goodwin, K Highfield
Reconceptualizing early mathematics learning, 205-226, 2013
Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation
M Bower, K Highfield, P Furney, L Mowbray
Educational Media International 50 (1), 39-50, 2013
Encouraging mathematical thinking through pattern and structure: An intervention in the first year of schooling
J Mulligan, M Mitchelmore, C Kemp, J Marston, K Highfield
Australian Primary Mathematics Classroom 13 (3), 10, 2008
Stepping Into STEM With Young Children: Simple Robotics and Programming as Catalysts for Early Learning
K Highfield
Technology and Digital Media in the Early Years: Tools for Teaching and …, 2014
Young children's embodied action in problem-solving tasks using robotic toys
K Highfield, J Mulligan
Greece: International Group for the Psychology of Mathematics Education, 2009
A review of recent research in early mathematics learning and technology
K Highfield, K Goodwin
Navigating currents and charting directions, 259-264, 2008
Improving the Computational Thinking Pedagogical Capabilities of School Teachers
M Bower, LN Wood, JWM Lai, C Howe, R Lister, R Mason, K Highfield, ...
Australian Journal of Teacher Education 43 (3), 53 - 72, 2017
Visualizing Solutions: Apps as Cognitive Stepping-Stones in the Learning Process.
M Stevenson, J Hedberg, K Highfield, M Diao
Electronic Journal of e-Learning 13 (5), 366-379, 2015
Promoting mathematical pattern and structure in the first year of schooling: An intervention study
J Mulligan, M Mitchelmore, J Marston, K Highfield, C Kemp
Proceedings of the Joint Meeting of PME 32, 1-8, 2008
Possibilities and pitfalls of techno-toys and digital play in mathematics learning
K Highfield
Melbourne, Australia: Oxford University Press, 2010
The impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities
MM Papic, JT Mulligan, K Highfield, J McKay-Tempest, D Garrett
Mathematics and transition to school, 217-236, 2015
Children, media, and technology
W Warburton, K Highfield
Melbourne: Oxford University Press, 2012
Riding the Wave of Social Networking in the Context of Preservice Teacher Education
K Highfield, M Papic
Contemporary Issues in Technology and Teacher Education 15 (3), 422-436, 2015
Teachers' Talk about Robotics: Where Is the Mathematics?.
A Savard, K Highfield
Mathematics Education Research Group of Australasia, 2015
Young children’s engagement with technological tools: The impact on mathematics learning
K Highfield, J Mulligan
Proceedings of international congress in mathematical education 11, 6-13, 2008
The system can't perform the operation now. Try again later.
Articles 1–20