Technology helps students transcend part-whole concepts

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dc.contributor.authorNorton, Anderson H. IIIen
dc.contributor.authorWilkins, Jesse L. M.en
dc.contributor.authorEvans, Michael A.en
dc.contributor.authorDeater-Deckard, Kirbyen
dc.contributor.authorBalci, Osmanen
dc.contributor.authorChang, Midoen
dc.contributor.departmentCenter for Human-Computer Interaction (CHCI)en
dc.contributor.departmentMathematicsen
dc.contributor.departmentInstitute for Creativity, Arts, and Technology (ICAT)en
dc.contributor.departmentSchool of Educationen
dc.date.accessioned2017-02-08T19:10:26Zen
dc.date.available2017-02-08T19:10:26Zen
dc.date.issued2014-02en
dc.description.abstractHow would your students make sense of the fraction 5/7? Would they interpret it as 5 parts out of 7 equal parts? Could they also understand it as a piece that is 5 times as large as 1/7? The former interpretation aligns with part-whole conceptions, whereas the latter aligns with partitive conceptions. Steffe and Olive (2010) have made such distinctions in students’ fractional knowledge to explain why students experience difficulties with fractions and to help students overcome those difficulties. (For summaries of this work, see Norton and McCloskey 2008 and 2009.) We introduce an educational video game (application, or app) designed to promote students’ development of partitive understanding while demonstrating the critical need to promote that development. The app includes essential game features of immediate feedback, incentives, and summary information for refl ection and discussion (Evans et al. 2013).en
dc.description.notes< REFEREED: Yes >< USER_REFERENCE_CREATOR: No >< ACC_END: 2013-12-31 >< DTx_ACC: 2013 >en
dc.description.versionAccepted versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/74965en
dc.language.isoenen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titleTechnology helps students transcend part-whole conceptsen
dc.title.serialMathematics Teaching in the Middle Schoolen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Engineeringen
pubs.organisational-group/Virginia Tech/Engineering/COE T&R Facultyen
pubs.organisational-group/Virginia Tech/Engineering/Computer Scienceen
pubs.organisational-group/Virginia Tech/Faculty of Health Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Scienceen
pubs.organisational-group/Virginia Tech/Science/COS T&R Facultyen
pubs.organisational-group/Virginia Tech/Science/Mathematicsen

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