Here’s this week’s 10 Awesome Apps For Tuesday! Our weekly roundup of the best apps for parents this week.

Egg Hunt Mania

The Egg Hunt Mania app is a fun game for children.  With Egg Hunt Mania, kids can help the Hen match eggs to create combos!  Three of the same color eggs creates a match or match even more eggs to create a power-up!  This game features lots of different levels and goals to achieve along the way.  If you would like to share a fun matching/strategy game with your child, be sure to check out Egg Hunt Mania!

Requirements: Requires iOS 4.3 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: FREE ~See Egg Hunt Mania in the App Store



Baby Butterfly – Mini games

The Baby Butterfly – Mini games app is a fun educational game for young children.  With Baby Butterfly, little ones can play a variety of mini games with simple interactions.  This app features simple controls, such as tapping objects and dragging objects.  There are 6 Mini Games, with 33 scenes in total.  There are great 3D graphics and lots of fun animations.  Kids will simply tap or drag the screen to start animations.  Some of the games include: popping balloons, dragging animals across the screen to trigger animations, and tapping vehicles to make them go!  If you would like to share a fun app with your little one, be sure to check out Baby Butterfly – Mini games!

Requirements: Requires iOS 5.1 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: $1.99 ~ See Baby Butterfly – Mini games in the App Store



Diving Adventures

The Diving Adventures app is a fun educational game that is designed for children ages 2 through 6 years old.  With Diving Adventures, kids can prepare for reading by learning several pre-literacy skills, such as: letter/keyword sounds, letter recognition, letter order, and initial phoneme identification.  The app features engaging activities, fun characters and excellent graphics.  Kids will be able to collect coins and earn prizes along the way, too.  Children will guide their character through the deep ocean, and play games inside submarines, use sling shots, and find hidden objects on the sea floor.  If you would like to share a fun educational game with your preschooler, be sure to check out Diving Adventures!

Requirements: Requires iOS 4.3 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: $2.99 ~ See Diving Adventures in the App Store



Poppy Cat and the Bubble Volcano

The Poppy Cat and the Bubble Volcano app is a fun 3D pop-up activity app for young children.  With Poppy Cat and the Bubble Volcano, kids can enjoy an app featuring the much-loved TV character in 8 fun games and activities.  This app features stunning 3D technology and beautiful graphics.  Some of the activities included are as follows: helping Poppy Cat and her friends pogo up and down to pop bubbles, guiding Poppy Cat’s submarine through a magical undersea world, piecing together a mysterious map that’s just like a jigsaw puzzle, and much more.  There are 3 modes of play to accommodate all levels: Read to Me, Read it Myself, and Autoplay (across 16 beautifully-presented pages of text).  If you would like to share a fun interactive app with your child, be sure to check out Poppy Cat and the Bubble Volcano!

Requirements: Requires iOS 5.0 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: $2.99 ~ See Poppy Cat and the Bubble Volcano in the App Store



Babyname App

The Babyname App is a fun baby name generator that will help future parents.  With Babyname App, future parents can find a name for their baby on the way.  This app allows parents to define their criteria (gender, origin, etc.) and then the app generates names that match these criteria for parents to evaluate.  Next, parents can save the names they like in their “wish list” and then view the list of names they both like.  If you are a parent-to-be, be sure to check out Babyname App!

Requirements: Requires iOS 7.1 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: FREE ~ See Babyname App in the App Store



Alpha Zoo

The Alpha Zoo app is an awesome alphabet app that is designed to help children explore letters and sounds.  With Alpha Zoo, children can meet 26 colorful critters that are brilliantly re-imagined as letters of the alphabet.  (i.e. a raccoon in the shape of an “R”, etc.) The animals have fun interactions and rhymes that go along with each letter of the alphabet.  Kids can toggle between both upper and lower case letter-tracing to help them learn letter shapes, and they can also choose to play with phonics in order to build relationships between sounds and words.  If you would like to share a great alphabet app with your child, be sure to check out Alpha Zoo!

Requirements: Requires iOS 7.0 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: FREE ~See Alpha Zoo in the App Store




The Animals app is a fun, free puzzles app for young children.  With Animals, kids can enjoy puzzles featuring lots of different animals.  This app also teaches children where each animal lives and what they eat.  Children will have to put the puzzles together piece by piece.  The app is available in English and features narration.  There are more than 50 animals total in the game.  If you would like to share a fun puzzle app with your child, be sure to check out Animals!

Requirements: Requires iOS 5.1.1 or later. Compatible with iPad. Price: FREE ~ See Animals in the App Store




The TidyUp! app is a fun game for younger children.  With TidyUp!, kids can enjoy a game that teaches them how to clean up different rooms in the house.  Children will move objects to the right places on the screen, and each object speaks if you move it to the right place, or gives advice if you move it to the wrong place (also introduces itself when you touch it).  The app features English narration.  The game features more than 50 different objects, which children will see in everyday use.  If you would like to share a fun “clean-up” app with your child, be sure to check out TidyUp!

Requirements: Requires iOS 5.1.1 or later. Compatible with iPad. Price: FREE ~ See TidyUp! in the App Store



Buggy Fun

The Buggy Fun app is a fun way for kids to create their own bug habitat full of fun!  With Buggy Fun, children can design their very own bug “dream world” and play with their own bugs.  This app is designed for children ages 2 through 10 years old.  The app features three different kinds of bugs, each with their own character and features.  There are two child-friendly map blocks to create any map kids want.  Kids can add food to feed their bugs, add tunnels and portals that magically transfer bugs from one part of the map to another, and more.  If you would like to share a fun bug-themed app with your child, be sure to check out Buggy Fun!

Requirements: Requires iOS 4.3 or later. Compatible with iPad. Price: $0.99 ~ See Buggy Fun in the App Store



Bearubs Fun Stuff

The Bearubs Fun Stuff app is a fun game designed for children ages 3 through 5 years old. With Bearubs Fun Stuff, kids can enjoy fun and colorful puzzles, games and activities.  The app features lots of different activities, such as: coloring book, match game, jigsaw puzzle, tic-tac-toe, songs of lullaby land, a 30-page Bearubs e-book, and more!  If you would like to share a fun app with your preschooler, be sure to check out Bearubs Fun Stuff!

Requirements: Requires iOS 6.1 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5. Price: $0.99 ~ See Bearubs Fun Stuff in the App Store

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  1. Anna

    Arbaugh, F., & Reyes, B. J. (2001). Clearing up the confusion over ctoculaalr use in grades K-5. Teaching Children Mathematics, 8(2), 90-94.The authors of this article, two professors at the University of Missouri, set forth in an attempt to clarify the National Council of Teachers of Mathematics (NCTM) position on ctoculaalr use in the K-5 teaching environment. The NCTM believes that ctoculaalrs can, and should, be used as a tool for learning mathematics at all levels since the technology is so widely available and integrated with todays society. Although the NCTM is adamant that ctoculaalrs should be used, even at the K-5 level, they are equally as adamant about how the technology should be used. The NCTM stance is that ctoculaalrs should not be used to replace making calculations by hand, but as a tool to inspire deeper exploration of traditional mathematics topics. In support of this, the authors cite a case where an elementary student was able to discover and begin reasoning with negative numbers while learning about the operation of subtraction. The article shows that the use of ctoculaalrs to aid with mathematics instruction is a topic of concern that is still being refined.Beswick, G., Brown, E. T., Howe, C., Jones, J., Karp, K., Petrosko, J. M., & Zwanzig, K. (2007). Crutch or catalyst: Teachers’ beliefs and practices regarding ctoculaalr use in mathematics instruction. School Science and Mathematics, 107(3), 102-116.Researchers from the University of Louisville, Vanhoose Educational Center, Parkview Middle School, and Dupont Manual High School, present a study done on a group of over 800 teachers, from elementary to high school, that were given a 28-question survey using a five point Likert scale. They were questioned about their beliefs, knowledge, and practices towards ctoculaalr use. The majority of teachers had several years of experience (high school teachers had the highest mean and median years of experience), and the teachers chosen came from schools that represented a wide variety of the social spectrum. Across the board, the majority of teachers reported using ctoculaalrs at least once or twice a week, and that they believed that ctoculaalr use was beneficial to a students learning experience. This study shows the growing acceptance and use of ctoculaalrs within our school system. It does not show, however, whether these teachers’ beliefs are being realized.Crowe, C. E., & Xin, M. (2010). Profiling student use of ctoculaalrs in the learning of high school mathematics. Evaluation & Research in Education, 23(3), 171-190.Crowe and Xin, hailing from Eastern Kentucky University and University of Kentucky respectively, used data taken from a National Assessment of Educational Progress (done in 2005) to profile ctoculaalr use amongst high school students based on their ethnicity, gender, and mathematics curriculum path. Three areas were investigated: what type of ctoculaalr was used, what was it used for, and for what types of assessments was it being used. One of the most notable finds of the study was a link between basic four-function ctoculaalr use and upper level classes. Regardless of ethnicity and gender, students who relied on the four-function ctoculaalr at lower levels were more likely to take advanced algebra as late as possible, or avoid it completely. This shows that students who fell under the radar of proper ctoculaalr use were likely hindered by the misuse and began struggling at the upper levels.Edwards, M. T., Meagher, M., & Ozgun-Koca, S. A. (2011). A teacher’s journey with a new generation handheld: Decisions, struggles, and accomplishments. School Science & Mathematics, 111(5), 209-224.The authors, researchers from Wayne State University, Brooklyn College-CUNY, and Miami University, present a case study that documents the attempt of a mathematics instructor to incorporate the use of a new graphics ctoculaalr (the TI-Nspire) during instruction. The TPACK (Technological, Pedagogical, and Content Knowledge) model was used in conjunction with a five-stage growth model in an effort to monitor the level of success in integrating the TI-Nspire into instruction. The mathematics instructor, referred to as Jane, was able to adapt to the new technology and the five-stage growth model used to monitor her progress reflected this. What the study shows, however, is that the successful incorporation of ctoculaalrs into the learning environment requires a great deal of modified instruction. Jane did not simply deploy the ctoculaalrs and teach the students how to use them; she spent a great deal of time building and modifying lessons to support the integration.Goya, S. (2006). The critical need for skilled math teachers. Phi Delta Kappan, 87, 370-372.In this article, the author (an educator with 30 years of experience) pries past the question of ctoculaalr use (while inadvertently taking a stance that ctoculaalrs have likely been misused by many educators), and poses the argument that math educators, especially at the elementary level, are simply not competent enough in their math skills. Evidence to support this claim is found in a Northern Arizona University study where aspiring Elementary school teachers continually scored very low on a sixth grade level math test. In two years, roughly 90% of 800 participants scored below 70% on a pretest that covered elementary school topics such as fractions, decimals, and ratios. Many of the students who failed the test claimed that they would’ve done better if given a ctoculaalr, and that they weren’t required to memorize math facts in grade school. The author asserts that if these students truly understood the concepts that they were tested on, they shouldn’t have needed a ctoculaalr.Graham, E., Headlam, C., Sharp, J., & Watson, B. (2008). An investigation into whether student use of graphics ctoculaalrs matches their teacher’s expectations. International Journal of Mathematical Education in Science & Technology, 39(2), 179-196.Researchers from the University of Plymouth used keystroke-recording software and interviews to determine whether an instructor’s expectations with regards to graphic ctoculaalr use were being met. The keystrokes of the instructor were recorded for two weeks, and then she was asked to sit down and review the keystroke records to explain what was done and why. This data was then compared to the interviews of a select group of five students who were presented math problems and asked to note which problems would require a ctoculaalr and how it would be used. The study showed that most of the students met all of the teacher’s expectations to some extent. As a point of interest it should be noted that although all of these students were successful math students, some of them preferred to do the calculations by hand. These students used the ctoculaalr as a means of checking their answer, or avoided the ctoculaalr completely. This shows that although ctoculaalrs can be successfully implemented during instruction, it is not a necessity to the learning of mathematics at the typical high school level.Graham, T., & Smith, P. (2004). An investigation into the use of graphics ctoculaalrs with pupils in key stage 2. International Journal of Mathematical Education in Science & Technology,35(2), 227-237.Researchers from the University of Plymouth present a study done on a group of 22 United Kingdom fifth graders that were given the opportunity to use graphics ctoculaalrs to enhance their attempts at memorizing multiplication tables. The ctoculaalr use in this study was not what would be considered typical use; the students did not use ctoculaalrs to perform arithmetic operations that they had already been taught, but rather, the ctoculaalrs were programmed to be used as a sort of multiplication flash card quiz. The students were instructed in the use of ctoculaalrs and then allotted time to work with them as part of their regular math instruction. After a year, students’ beginning of the year scores were compared to their end of year scores on multiplication facts. Students were also surveyed to gauge how they felt about ctoculaalr use, and if it improved their interest in math. Positive results were obtained all around: student scores went beyond the target improvement, student attitudes toward ctoculaalr use were positive, the majority of students felt that ctoculaalr use improved their math experience. The study shows that ctoculaalrs, when used properly as a tool to enhance instruction, can be beneficial to elementary students. The study also shows that the term “calculator use,” carries with it some ambiguity.Graham, T., Headlam, C., Honey, S., Sharp, J., & Smith, A. (2003). The use of graphics ctoculaalrs by students in an examination: What do they really do? International Journal of Mathematical Education in Science &Technology, 34(3), 319-334.In this study, researchers from the University of Plymouth used keystroke-recording software to determine how graphics ctoculaalrs were being used during an exam situation. An expert first reviewed the exam to determine how a graphics ctoculaalr could be used, then the keystroke records (which were recorded without student knowledge) were reviewed along with the finished exam, and finally, the students involved were interviewed. The study found that even though the students at this school were required to have both a scientific ctoculaalr and a graphics ctoculaalr, the graphics ctoculaalr was grossly underused. Out of the seven students chosen in the sample, none of them used the graphics ctoculaalr at the proficient, or semi-proficient level. The study shows that the benefits believed to be incurred through the introduction of this technology are often not realized. The school in this study required students to purchase graphics ctoculaalrs, yet the students were obviously not supported with sufficient instruction on how to use them effectively.Naiman, D. Q., & Wilson, W. S. (2004). K-12 ctoculaalr usage and college grades. Educational Studies in Mathematics, 56(1), 119-122.At John Hopkins University, a study was done by two of the instructors to see if there might be a correlation between ctoculaalr use during K-12 education and college level math scores. The study was done with a small group of students from a distinct college population, so the authors are careful to note that their work should be treated as a pilot study, and they have presented their material in order to spark discussion and possibly future research. In the study, just over 600 students took a short survey about ctoculaalr usage after taking a math final. All of the surveyed students were attending John Hopkins University, and the survey was given to Pre-calculus, Calculus, and Linear Algebra students. A statistical regression analysis was done using the survey data, the end of course grade, and each students’ mathematics SAT score. No correlation was found between SAT scores and the end of course grade, however, the study did show a correlation between ctoculaalr usage and the end of course grade. On average, students who reported heavy ctoculaalr usage during K-12 scored lower than those who claimed little ctoculaalr usage.Ruthven, K. (2003). Creating a ctoculaalr-aware number curriculum. Canadian Journal of Science, Mathematics, & Technology Education, 3(4), 437-450.A researcher from the University of Cambridge presents a study on a curriculum that was created and piloted for a UK school to include the use of ctoculaalrs within its mathematics instruction. Students who took part in the pilot program were given instructional lessons designed around ctoculaalr use with four different areas in mind: computation implementing, result checking, trial improving, and structure modeling. Computation by hand was not encouraged or enforced. The results were mixed. There appeared to be a larger onset of differentiation amongst the students who completed the pilot program brighter students did a bit better than their peers when compared to other schools, but remedial students tended to not fare as well as their peers from other schools. There were also mixed emotions amongst the teachers who implemented this project, and an overall feeling of unpreparedness to teach an unfamiliar curriculum. A noteworthy aspect of this study, however, is the fact that effective ctoculaalr use in the regular classroom might require a severely adjusted curriculum.


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