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Third graders' mathematics achieveme...

Suh, Jennifer M.

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Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations./
作者:	Suh, Jennifer M.
面頁冊數:	191 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0528.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3163740
ISBN:	0496982176

Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations.
Suh, Jennifer M.

Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations. - 191 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0528.

Thesis (Ph.D.)--George Mason University, 2005.

This mixed method study compared mathematics achievement and representation preference in two third grade classrooms. A total of 36 students learned addition of fractions with unlike denominators and balancing equations in algebra, using two different representations: virtual manipulatives and physical manipulatives.

ISBN: 0496982176Subjects--Topical Terms:

1017588
Education, Mathematics.

Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations.
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245 1 0 $a Third graders' mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations.
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0528.
500 $a Chairperson: Patricia Moyer-Packenham.
502 $a Thesis (Ph.D.)--George Mason University, 2005.
520 $a This mixed method study compared mathematics achievement and representation preference in two third grade classrooms. A total of 36 students learned addition of fractions with unlike denominators and balancing equations in algebra, using two different representations: virtual manipulatives and physical manipulatives.
520 $a The project occurred during a two-week time frame where students participated in the activities during their regularly scheduled mathematics class sessions. This research employed a within-subject crossover repeated measures design. For the first unit, fraction addition, Group One worked with physical manipulatives called fraction circles while Group Two worked with a virtual fraction applet. For the second unit, balancing linear equations in algebra, Group One worked with the virtual balance scale applet while Group Two worked with the physical manipulative called Hands-On EquationsRTM.
520 $a Overall findings revealed that students in the virtual manipulative treatment outperformed students in the physical manipulative treatment as a whole on the mathematics posttests, t(35) = 3.87, p = .00. An Analysis of Variance and post hoc tests showed that students in the virtual manipulatives fraction treatment performed statistically better than the students who worked with the physical manipulative fraction circles on the fraction posttest. Students who worked with the virtual manipulative algebra balance scale performed slightly better than the students who worked with the physical algebra manipulatives, Hands-On EquationsRTM, but the difference was not statistically significant. After quantitative and qualitative analysis, the researcher concluded that the fraction virtual manipulative environment better supported the learning of the procedures for the formal algorithm than the physical manipulative environment by providing a step by step algorithmic process. In addition, the applet's specific and immediate feedback may have contributed to the higher fraction posttest mean. Students' preference for a tool did not depend on whether it was a virtual manipulative or a physical manipulative, but was determined by students' learning experiences with the specific applet, manipulative tool and mathematical concept. This study highlights that certain features of individual virtual manipulatives may have a greater impact on student learning than others, and certain virtual manipulatives applets may impact the learning of some mathematical concepts more than others.
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