Abstract
Multiple External Representations (MERs) have been used successfully in instructional activities, including fractions. However, students often have difficulties making the connections between the MERs spontaneously. We argue that interactive fraction representations may help students in discovering relevant features and relating the MERs to one another. Support for guiding student interaction is provided by example-tracing tutors.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Moss, J.: Pipes, Tubes, and Beakers: New approaches to teaching the rational-number system. In: Brantsford, J., Donovan, S. (eds.) How people learn: A targeted report for teachers, pp. 309–349. National Academy Press, Washington (2005)
Carpenter, T.P., Ansell, E., Franke, M.L., Fennema, E., Weisbeck, L.: Model of problem solving: A study of kindergarten children’s problem processes. Journal for Research in Mathematics Education 5(24), 428–441 (1993)
Steiner, G.F., Stoecklin, M.: Fraction calculation–a didactic approach to constructing mathematical networks. Learning and Instruction 3(7), 211–233 (1997)
Ainsworth, S., Loizou, A.T.: The effects of self-explaining when learning with text or diagrams. Cognitive Science: A Multidisciplinary Journal 4(27), 669–681 (2003)
Schnotz, W., Bannert, M.: Construction and interference in learning from multiple representation. Learning and Instruction 2(13), 141–156 (2003)
Ainsworth, S., Bibby, P., Wood, D.: Examining the effects of different multiple representational systems in learning primary mathematics. Journal of the Learning Sciences 11(1), 25–61 (2002)
Rau, M.A., Aleven, V., Rummel, N.: Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions. In: Dimitrova, V., Mizoguchi, R., du Boulay, B. (eds.) Proc. of the 14th International Conference on AI in Education, pp. 441–448. IOS Press, Amsterdam (2009)
Bodemer, D., Plötzner, R., Bruchmüller, K., Häcker, S.: Supporting learning with interactive multimedia through active integration of representations. Instructional Science 33, 73–95 (2005)
van der Meij, J., de Jong, T.: Supporting students’ learning with multiple representations in a dynamic simulation-based learning environment. Learning and Instruction 16(3), 199–212 (2006)
Aleven, V., Koedinger, K.R.: An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science (26), 147–170 (2002)
Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study. Journal of Computers in Mathematics and Science Teaching 24(1), 5–25 (2005)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Feenstra, L., Aleven, V., Rummel, N., Taatgen, N. (2010). Multiple Interactive Representations for Fractions Learning. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13437-1_25
Download citation
DOI: https://doi.org/10.1007/978-3-642-13437-1_25
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13436-4
Online ISBN: 978-3-642-13437-1
eBook Packages: Computer ScienceComputer Science (R0)