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Autor/inn/en | McKevett, Nicole M.; Kromminga, Kourtney R.; Ruedy, Amelia; Roesslein, Rachel; Running, Kristin; Codding, Robin S. |
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Titel | The Effects of Motion Math: Bounce on Students' Fraction Knowledge |
Quelle | In: Learning Disabilities Research & Practice, 35 (2020) 1, S.25-35 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (McKevett, Nicole M.) ORCID (Roesslein, Rachel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0938-8982 |
DOI | 10.1111/ldrp.12211 |
Schlagwörter | Motion; Mathematics Instruction; Teaching Methods; Grade 5; Elementary School Mathematics; Mathematics Skills; Instructional Effectiveness; Fractions; Educational Technology; Technology Uses in Education; Numbers Bewegungsablauf; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Bruchrechnung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zahlenraum |
Abstract | National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the "Motion Math: Bounce" application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that "Motion Math: Bounce" improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |