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ERIC Number: EJ1066648
Record Type: Journal
Publication Date: 2005
Pages: 21
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: EISSN-1541-4914
Examining Technology Uses in the Classroom: Developing Fraction Sense Using Virtual Manipulative Concept Tutorials
Suh, Jennifer; Moyer, Patricia S.; Heo, Hae-Ja
Journal of Interactive Online Learning, v3 n4 Spr 2005
This paper describes a classroom teaching experiment conducted in three fifth-grade mathematics classrooms with students of different achievement levels. Virtual fraction manipulative concept tutorials were used in three one-hour class sessions to investigate the learning characteristics afforded by these technology tools. The virtual fraction manipulative concept tutorials exhibited the following learning characteristics that supported students during their learning of equivalence and fraction addition: (1) Allowed discovery learning through experimentation and hypothesis testing; (2) Encouraged students to see mathematical relationships; (3) Connected iconic and symbolic modes of representation explicitly; and (4) Prevented common error patterns in fraction addition.
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A