#BASE 10 BLOCKS EXAMPLES MANUAL#
The coding manual for qualitative researchers. Results from a controlled study of the iPad fractions game motion math. In International Conference on Intelligent Tutoring Systems (pp.
Sense making alone doesn’t do it: fluency matters too! ITS support for robust learning with multiple representations. A., Aleven, V., Rummel, N., & Rohrbach, S. The Effects of a Grouping by Tens Manipulative on Children's Strategy Use, Base Ten Understanding and Mathematical Knowledge (Doctoral dissertation, Columbia University). Cheney (Eds.), Utilizing virtual and personal learning environments for optimal learning (pp. Revisiting the effects and affordances of virtual manipulatives for mathematics learning. International Journal of Virtual adn Personal Learning Environments, 4(3), 35–50. Effects of virtual manipulatives on student achievement and mathematics learning. Journal of Computers in Mathematics and Science Teaching, 31(1), 39–59. Learning mathematics with technology: The influence of virtual manipulatives on different achievement groups. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (pp. Revisiting the definition of a virtual manipulative. Virtual and Physical Manipulatives: Technology's Impact on Fraction Learning (Doctoral dissertation, Vanderbilt University). Journal of Computers in Mathematics and Science Teaching, 31(3), 283–310. Conceptual visibility and virtual dynamics in technology-scaffolded learning environments for conceptual knowledge of mathematics. Mcleod, J., VaSinda, S., & Dondlinger, M. Electronic Journal of Mathematics & Technology, 11(3). Effects of student-reported gameplay strategy related to growth in multiplicative reasoning. The history of base-ten-blocks: why and who made base-ten-blocks? Mediterranean Journal of Social Sciences, 5(9), 356. Virtual manipulatives to assess understanding. In: AERA Annual Conference 2018, 13-, New York. Young children learning with mobile devices: research on design and implementation. Journal of Computer Assisted Learning, 34, 1–9. Young children and tablets: a systematic review of effects on learning and development. International Journal of Education in Mathematics, Science and Technology, 6(2), 155–172. iPads in the mathematics classroom: developing criteria for selecting appropriate learning apps. In Information Communications Rechnology in Matheamtics Education Conference, Faro, Portugal. Learning mathematics from multiple representations: two design principles. A framework for app technology in the enterprise. Gröger, C., Silcher, S., Westkämper, E., & Mitschang, B. Young students using iPads: app design and content influences on their learning pathways. Thousand Oaks: SAGE Publications.įalloon, G. Qualitative, Quantitative, and Mixed Methods Approaches. Journal for Research in Mathematics Education, 28, 258–277.Ĭreswell, J. Reflective discourse and collective reflection. Educational Technology & Society, 16(2), 163–173.Ĭobb, P., Boufi, A., McClain, K., & Whitenack, J. Using magic board as a teaching aid in third grader learning of area concepts. Gero (Ed.), Design computing and cognition DCC’14. The use and misuse of the concept of affordance. These findings also indicate that as designers, educators and researchers design or select virtual manipulative mathematics apps for classroom use they should to consider children’s prior achievement as well as in-app perceptions and engagement with design features in the apps.īurlamaqui, L., & Dong, A. Findings suggest the importance of helping children identify and reflect on affordances within virtual manipulative mathematics apps. Results also identified three emergent themes around children’s engagement with the app’s simultaneous linking features: verification, self-correction, and making connections. Results show that children’s actions when interacting with app features can affect their engagement with designed mathematics constraints and affordances. The video data were qualitatively analyzed using open descriptive, thematic, and structured coding. Researchers conducted one-to-one interviews with 100 primary grade children as they interacted with the Montessori Number Base-10 Blocks iPad app. The purpose of the inquiry was to understand how children in primary grades (i.e., preschool, kindergarten, and second grade) engaged with affordances and constraints of features in a Base-10 Blocks virtual manipulative mathematics app designed to promote learning opportunities.
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