Examining Technology Uses in the Classroom: Developing Fraction Sense Using Virtual Manipulative Concept Tutorials
Examining Technology Uses in the Classroom: Developing Fraction Sense Using Virtual Manipulative Concept Tutorials
复制标题
检查课堂中的技术使用：使用虚拟操作概念教程开发分数意识
DOI：
--
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
H. Heo
中科院分区：
文献类型：
--
作者：
Jennifer Suh;P. Moyer;H. Heo
本文描述了一个在三个五年级数学课堂上进行的课堂教学实验，其中有不同成绩水平的学生。虚拟分数操纵概念教程中使用了三个一小时的课程，以调查这些技术工具所提供的学习特点。虚拟分数操作概念教程展示了以下学习特征，这些特征在学生学习等价和分数加法期间为学生提供支持：（1）允许通过实验和假设检验进行发现学习;（2）鼓励学生看到数学关系;（3）明确连接图标和符号表示模式;（4）防止分数加法中的常见错误模式。
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.