PRE2020 4 Group3

Group members

Name	Student number
Eline Boom	1465872
Luuk van Dorst	1469789
Robin van de Hoef	1479679
Kyra Moviat	1349171
Jeroen Pullen	1477730
Veerle Uhl	1462229

Interactive software learning children how to draw, count and recognize colors. Children will get small tasks like "draw 3 red apples", the software will recognize the extent to which this task is done correctly and provide compliments and or suggested improvements.

Plan

Subjects: Child psychology, learning, image processing, software development.

Objectives: Create software to help children learn

Users: Children (of parents that want to provide a playful learning app)

State-of-the art: Alternative apps that help children either count, draw or learn colors individually. Not in a combined way, we feel the combination might improve the way to learn these things. Additionally, we hypothesize that explaining problems via a childs own drawn elements could improve their understanding.

Approach: Make up a model for how the software should work, make software in which one can draw, program software that can recognize multiple drawn objects/shapes, implement everything in a working framework according to the model.

Planning:

Investigate literature in week 2 & 3

Software model in week 2 & 3

Drawing software in week 3 & 4

Object recognition software in week 5 & 6

Implement recognition software in framework in week 7 & 8

Work on wiki and presentation during week 2-8

Milestones: Drawing software, Working object recognition, implementation in task framework

Deliverables: Peer review, Wiki, Final Presentation, The software (?)

Who will do what: yet to be determined

Research

How children learn

From birth to around age 5, children develop "everyday mathematics". These are informal ideas of more and less, taking away, shapes and sizes. These everyday mathematics can be surprisingly broad, complex and sophisticated. The everyday mathematics can develop in interesting ways, without adult assistance.

From the age of 2 or so, children learn the language and grammar of counting. They memorize the first ten or so counting words, and then learn a set of rules to generate the higher numbers. When children are around 4 or 5 yeras old, they begin to develop metacognitive skills: They become increasingly aware of their own thinking and begin to express it in words. The hardest form of language for children to learn is the special written symbolism of mathematics, like 5, +, - or =.

Understanding numbers involves more than saying a few counting words. It involves reasoning about numbers, making inferences and developing a mental number line. Children also need to mathematize; to concieve of problems in explicitely mathematical terms. They need to understand that the action of combining one bear with two others can be meaningfully interpreted in the terms of the mathematical principles of addition and the symbolism 1 + 2.

There are different curricula possible with different ways to learn children of all ages to count. Examples are in the drive.

Tasks

Eline Boom

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Luuk van Dorst

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Robin van de Hoef

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Kyra Moviat

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Jeroen Pullen

Week	Tasks	Number of hours
1	Research ideas and brainstorm for project	2
2	Prepare project planning, contact and meet with stakeholders	7
3	Meet with stakeholders, plan out product model and update wiki	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Veerle Uhl

Week	Tasks	Number of hours
1	Example	Example
2	Example	Example
3	Example	Example
4	Example	Example
5	Example	Example
6	Example	Example
7	Example	Example
8	Example	Example

Time Log

Name, Total, Breakdown

Eline Boom

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1h, 03/05/21, Meeting

________________

Total:

Luuk van Dorst

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

2h, 29/04/21, Searching for viable datasets

3h, 30/04/21, researching neural networks

4h, 02/05/21, making a prototype neural network

1h, 03/05/21, Meeting

________________

Total: 10,5

Kyra Moviat

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1h,03/05/21, Meeting ________________

Total:

Robin van de Hoef

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1h, 03/05/21, Meeting

________________

Total:

Jeroen Pullen

1h, 21/04/21, Research project ideas

1h, 22/04/21, Brainstorm meeting

1h, 26/04/21, Prepare poject planning

1h, 27/04/21, Research state of the art

1h, 28/04/21, Updating Wiki

1h, 29/04/21, Contacting stakeholders

0.5h, 29/04/21, Meeting

1h, 29/04/21, Preparing stakeholder questions

1.5h, 30/04/21, Interview first stakeholder

1h, 03/05/21, Meeting

1h, 03/05/21, Prepare second stakeholder meeting

1.5h, 03/05/21, Interview second stakeholder

________________

Total: 12.5 hours

Veerle Uhl

1h, 22/04/21, Brainstorm meeting

0.5h, 29/04/21, Meeting

1.5 h 29/04/21, literary research

1 h 30/04/21, literary research

1 h, 03/05/21, Meeting

1.5 h, 03/05/21, Literary research on how children learn

________________

Total: 6,5 hours