Andrew worked at the LKL on a one-year ESRC Post-Doc Fellowship building on his previous PhD work at Nottingham. His research is on the evaluation of tangible technologies to support early years' learning and focuses on learning representation and interaction for young children's number development.

Prior to research, Andrew worked as an Infant and Special Needs teacher and had the chance to work on a project informing the previous government's national strategy for promoting technology in Education.

Journal

ïManches, A., O'Malley, C., & Benford, S. (2009). The Role of PhysicalRepresentations in Solving Number Problems: a Comparison of Young ChildrenísUse of Physical and Virtual materials. Computers & Education, 54(3),622-640.


ïManches, A., & OíMalley, C. (accepted)). Tangibles for learning: arepresentational analysis of physical manipulation. Personal and UbiquitousComputing.


ïManches, A., Horton, M., & Yarosh, S. (2010). Childrenís role in mobile interactiondesign: review and reflection. International Journal of Mobile Human ComputerInteraction, 2(2), 72-78.

Report

ïEagle, S., Manches, A., O'Malley, C., Plowman, L., & Sutherland, R. (2008).From research to design: Perspectives on early years, digital technologies andnumeracy. Bristol: Futurelab.

PublishedConference paper

ïManches, A., O'Malley, C., & Benford, S. (2009) Physical Manipulation:Evaluating the Potential for Tangible Designs. Paper submitted to the 2009Tangible and Embedded Interaction: Cambridge, UK

Conference Proceedings

ïManches, A. (2009). Comparing the Use of Physical and Virtual Representationsto support childrenís concepts of numerical decomposition Paper presented atThe British Psychological Society Conference: Developmental Section:Nottingham, UK.


ïManches, A., O'Malley, C., & Benford, S. (2009). The Effect of PhysicalManipulation in Problem Solving: Implications for Tangible Technologies. Paperpresented at CAL í09 Learning in Digital Worlds: Brighton, UK.


ïEagle, S., Manches, A., Sutherland, R., O'Malley, C., & Plowman, L. (2008).Early Years Learning with Digital Technologies: The Relationship BetweenResearch and Design. Proceedings of the Eight International Conference for theLearning Sciences, Utrecht, The Netherlands.


ïEagle, S., & Manches, A. (2008). Technologies to support learning in theEarly Years: observations from two different perspectives. Paper presented atthe JURE 11th Conference: Innovative and Creative Perspectives: New Directionsin Educational Research, Leuven, Belgium.

Workshop papers

ïManches, A. (2009). The Role of Physical Manipulation in Young ChildrenísNumerical Strategies: Implications for Tabletops. Accepted for the STELLARAlpine-Rendezvous Workshop on Tabletops for Education and Training.
ï Manches,A., O'Malley, C., & Benford, S. (2009). The Effect of PhysicalRepresentations on Problem Space Paper presented to the CHI 2009 workshop.Boston, USA†


ïManches, A. (2008). Evaluating the potential to augment physical learningmaterials with digital technology to support numerical development. Paperpresented at the International Perspectives in the Learning Sciences: Cre8ing aLearning World, Proceedings of the Eight International Conference for theLearning Sciences, Utrecht, Netherlands.

†Posters

ïManches, A. D. (2008a). Can We Augment Manipulatives with Technology to SupportLearning? Paper presented at the Poster Presentation at Current trends inpsychological aspects of education: Understanding number development anddifficulties. Institute of Education, London.

†OnlineArticles

ïManches, A. D. (2008b). Zoo Animals Ictopus, 1-3. (a online teacher resourcemagazine)

†Invited talks

2009


ïUniversity of Oxford: Families and Early Literacy Learning Research group


ïInstitute of Education: London Knowledge Lab


ïUniversity of Nottingham: Cognitive Development Lab


ïUniversity of Nottingham: Mixed Reality Lab


2008


ïUniversity of Queensland, School of Information Technology and ElectricalEngineering


ïUniversity of Nottingham: Learning Sciences Research Institute


ï University ofBristol: School of Education


2007


ïUniversity of Sussex: Human Centred Technology Group


ïOpen University: Pervasive Interaction Lab

ïUniversity of Nottingham: School of Psychology