Technology Helps Students Transcend Part-Whole Concepts

Autor/inn/en	Norton, Anderson; Wilkins, Jesse L. M.; Evans, Michael A.; Deater-Deckard, Kirby; Balci, Osman; Chang, Mido
Titel	Technology Helps Students Transcend Part-Whole Concepts
Quelle	In: Mathematics Teaching in the Middle School, 19 (2014) 6, S.352-358 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Leitfaden; Unterricht; Lehrer; Video Games; Educational Games; Mathematics Curriculum; Mathematics Activities; Courseware; Number Concepts; Technology Uses in Education; Classroom Techniques; Teaching Methods; Mathematics Skills; Middle School Students; Virginia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Lernsoftware; Number concept; Zahlbegriff; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The authors introduce an educational video game (application, or "app"), "CandyFactory Educational Game," designed to promote students' development of partitive understanding of fractions while demonstrating the critical need to promote that development. The app includes essential game features of immediate feedback, incentives, and summary information for reflection and discussion. The goal of the game is to satisfy customer orders for candy bars of specified lengths. Students do this by "slicing" (partitioning) a whole candy bar into some number of pieces and "copying" (iterating) one of those pieces some number of times. The app allows students to develop a more sophisticated understanding of fractions. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10