期刊名称：REDIMAT: Journal of Research in Mathematics Education
电子版ISSN：2014-3621
出版年度：2014
卷号：3
期号：2
页码：121-150
DOI：10.4471/redimat.2014.46
出版社：Hipatia Press
摘要：The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study included the following quasi-experimental design features: 1) a large number of students ( N =350); 2) within-class random-assignment to treatment groups; 3) retention effects measured by post-test and delayed post-test; 4) fidelity of instructional treatments documented through observations; and, 5) instrument development for the unit of study. This design was used to determine variables that predict student performance on tests of fraction knowledge for third- and fourth-grade students in two treatment groups: classroom instruction using texts and physical manipulatives (CI), and computer lab instruction using virtual fraction applets (VM). The Pre-test, Post-test 1, and Post-test 2 measured learning and retention of fraction concepts. Observation ethograms documented representation use. The results revealed that fewer demographic predictors of student performance (e.g., socio-economic status, English language learner status, and gender) exist during fraction instruction when virtual manipulatives were used. When instructors used virtual manipulatives, there was an equalizing effect on achievement in third and fourth grade classrooms, in that fewer demographic factors were influential for VM groups compared to CI groups.
其他摘要：El propósito de este artículo fue cómo determinar las variables que predicen el
aprendizaje cuando se utilizan materiales virtuales para enseñar matemáticas. En este
estudio utilizamos una metodología cuasi-experimental. El diseño se utilizó para
determinar variables que predicen el aprendizaje de los estudiantes en tests sobre
conocimiento de fracciones con estudiantes de tercero y cuarto en dos grupos: uno donde
se utilizaron textos y materiales físicos (CI) y otro donde se usaron applets virtuales
(VM). El pre-test, post-test 1 y post-test 2 midieron el aprendizaje y retención de los
conceptos de fracciones. Se usaron etnogramas para documentar el uso de las
representaciones. Los resultados rebelan que los predictores demográficos (i.e. estatus
socio-económico, conocimiento del inglés, género) tienen poca incidencia cuando se
usan materiales virtuales. El uso de dichos materiales produce un efecto nivelador entre
ambos grupos.
关键词：Virtual manipulatives; fraction learning; grade 3 and 4
