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Thinking with your Hands: Multiple Interactive Representations Increase Fraction Learning

Feenstra, L.A. and Aleven, V. and Rummel, N. (2010) Thinking with your Hands: Multiple Interactive Representations Increase Fraction Learning. Master's Thesis / Essay, Human-Machine Communication.

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Abstract

Learning with multiple graphical representations is effective in many instructional activities, including fractions. However, students need to be supported in understanding the individual representations and in how the representations relate to one another. We investigated (1) whether interactive manipulations of graphics support a deeper understanding of the representations compared to static graphics and (2) whether connection-making activities help students better understand the relations between representations. In a study with 312 4th and 5th grade students we found that interactive representations were indeed more effective in improving student fraction learning compared to static fraction graphics, especially for students yet unfamiliar with the topics being taught. We found no effect for connection-making activities. Data shows that the success of the interactive representations depends on whether they provide situational feedback and on how graphic manipulation is embedded in the problems.

Item Type: Thesis (Master's Thesis / Essay)
Supervisor:
Supervisor nameSupervisor E mail
Taatgen, N.AUNSPECIFIED
Degree programme: Human-Machine Communication
Thesis type: Master's Thesis / Essay
Language: English
Date Deposited: 15 Feb 2018 07:45
Last Modified: 02 May 2019 12:36
URI: http://fse.studenttheses.ub.rug.nl/id/eprint/9511

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