Teacher Orchestrations of Transitions within and beyond Fractions Virtual Manipulatives

Autor/in	Rich, Kathryn M.
Titel	Teacher Orchestrations of Transitions within and beyond Fractions Virtual Manipulatives
Quelle	In: Digital Experiences in Mathematics Education, 9 (2023) 1, S.163-208 (46 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rich, Kathryn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-022-00111-4
Schlagwörter	Elementary School Teachers; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Fractions; Computation; Manipulative Materials; Lesson Plans; Symbols (Mathematics); Computer Simulation + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bruchrechnung; Hilfsmittel; Lesson planning; Unterrichtsplanung; Computergrafik; Computersimulation
Abstract	Incorporating visual representations, rather than strictly relying on symbolic representations, is a research-based strategy for supporting fraction learning. However, students must also make transitions between visual and symbolic fraction representations to apply the conceptual understanding they gained from visual representations to symbolic fraction computation. Virtual manipulatives (VMs) offer opportunities for supporting students in making these transitions, as many fraction VMs integrate visual and symbolic representations into one manipulative. Some VMs also dynamically link the representations, so learners can observe how changes to one representation impact the other. For these features to support students in transitioning among representations, teachers must orchestrate opportunities for students to use and reflect on their use of the features. This study examined how six fourth- and fifth-grade teachers orchestrated opportunities in lesson plans for students to make transitions among the visual and symbolic representations within and beyond fraction VMs. Results showed that teachers used two strategies for orchestrating these transitions: VM choice and direct teacher intervention. Implications of teachers' uses of these strategies are discussed in terms of what kinds of transition opportunities were made available to students and what professional learning experiences could be needed to support teachers in orchestrating transitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01