Building a Computerized Dynamic Representation as an Instrument for Mathematical Explanation of Division of Fractions

Autor/inn/en	Anat, Klemer; Shirley, Rapoport; Hanna, Lev-Zamir
Titel	Building a Computerized Dynamic Representation as an Instrument for Mathematical Explanation of Division of Fractions
Quelle	In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 2, S.247-264 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1648888
Schlagwörter	Mathematics Instruction; Division; Fractions; Educational Technology; Technology Uses in Education; Computer Software; Spreadsheets; Word Problems (Mathematics); Program Effectiveness; Foreign Countries; Graduate Students; Grade 5; Grade 6; Israel + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Textaufgabe; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study describes a teaching process that offers teachers and pupils ways of constructing the division operation through illustration based on defining the reference unit (divisor), the reference whole1 and the dividend. We introduce a computerized dynamic environment, using an Excel spreadsheet, in which both teachers and pupils can independently construct the solution process in a manner that leads to meaningful learning. Nine pairs of teachers and pupils underwent an intervention process using Excel, comparing pupils' understanding of division of fractions before and after the learning process. Findings from the pupils indicate the Excel software enabled them to portray and construct the meaning of the division process while applying accurate mathematical terms. Specifically, they could thoroughly understand the meaning of a word problem, so as to explain another student's mistake. Furthermore, teachers' analyses of the pupils' work indicate that the use of this computerized dynamic environment helped the teachers develop mathematical knowledge, pedagogical knowledge and technological pedagogical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01