Building a computerized dynamic representation as an instrument for mathematical explanation of division of fractions

Klemer, Anat; Rapoport, Shirley

doi:10.1080/0020739x.2019.1648888

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…By including dynamic and/or interactive representations, these digital tools have the potential to provide students with new ways to conceive and represent mathematical ideas, which are likely to support their development of conceptual understanding and representation fluency of mathematical concepts. In the domain of fractions, evidence suggests that the use of digital technology can provide opportunities for students to work with/on fractions in interactive and dynamic ways, which are likely to support the development of robust understandings of fractional concepts and their operations (Anat et al, 2020;Poon, 2018;Steffe & Olive, 2002;Yeo & Webel, 2024). For instance, Steffe and Olive (2002) designed JavaBars, a software program designed to provide children with contexts in which they can enact their mathematical operations of unitizing, uniting, fragmenting, segmenting, partitioning, iterating, and measuring.…”

Section: Introductionmentioning

confidence: 99%

“…JavaBars enabled children to operationalize their knowledge of fractions and to reflect on their operations, which might lead to accommodations in children's fraction schemes. Anat et al (2020) built a computerized dynamic environment that allows teachers and students to model and solve fraction division problems. Results from their study suggested that the dynamic environment supported the development of a conceptual understanding of fraction division.…”

Section: Introductionmentioning

confidence: 99%

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Conceptualizations and representations of fraction division in online open access GeoGebra resources

Yao,

Gan

2024

Asian Journal for Mathematics Education

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Dividing fractions is often difficult for students to understand. Many GeoGebra applets have been developed to support students’ understanding of fraction division, but it is less clear how fraction division is conceptualized and represented in these tool-based resources. This study aimed to examine the quality of the GeoGebra applets for fraction division by attending to the conceptualizations, representations, and cognitive actions prevalent in these digital resources. The results reveal that a majority of the existing applets conceptualize fraction division as measurement while other conceptualizations of fraction division are underrepresented. Among the various representations used, the length model in the form of fraction bar and area model are the predominant choices, with the number line representation being notably less prominent. The results from this study also show that although most applets attempt to visualize the process of fraction division, there are limited opportunities in most applets for users to enact mental actions associated with fraction division, such as partitioning, unitizing, iterating, and disembedding. These results not only increase our understanding of the affordances and limitations of existing applets for fraction division so that we can become more intentional in our choice of them but also inform the design of new applets that support students’ development of a rich and robust understanding of fraction division.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Conceptualizations and representations of fraction division in online open access GeoGebra resources

Yao,

Gan

2024

Asian Journal for Mathematics Education

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Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic

Klemer

Segal

Miedijensky

et al. 2023

EURASIA J Math Sci Tech Ed

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This quantitative retrospective study examines a non-probable convenience sample of 104 in-service mathematics and science teachers with the aim to understand their changes in attitudes toward the integration and use of information and communications technology (ICT) as a result of the COVID-19 pandemic. Data included a self-report questionnaire. The results indicate an increase in teachers’ knowledge regarding the e-learning environments available at their schools. The teachers revealed that before the pandemic, they mostly used computer tools to support struggling students or carry out basic calculations. However, during, because they had to plan distance learning environments, they introduced adaptive pedagogical use of ICT tools for all their students. The findings reveal that most teachers experienced difficulties emanating from lack of preparation time, technological knowledge, and/or technical conditions, thus suggesting that policymakers must decide how to provide adequate knowledge and technical support to allow teachers to successfully integrate computerized technologies into their teaching.

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Building a computerized dynamic representation as an instrument for mathematical explanation of division of fractions

Cited by 2 publications

References 8 publications

Conceptualizations and representations of fraction division in online open access GeoGebra resources

Conceptualizations and representations of fraction division in online open access GeoGebra resources

Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic

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