The Effects of Motion Math: Bounce on Students' Fraction Knowledge

Autor/inn/en	McKevett, Nicole M.; Kromminga, Kourtney R.; Ruedy, Amelia; Roesslein, Rachel; Running, Kristin; Codding, Robin S.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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