Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2383
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dc.contributor.authorMendiburo, Maria
dc.contributor.authorBiswas, Gautam
dc.contributor.authorHasselbring, Ted
dc.date.accessioned2020-01-08T16:51:39Z
dc.date.accessioned2020-01-08T22:04:24Z-
dc.date.available2020-01-08T16:51:39Z
dc.date.available2020-01-08T22:04:24Z-
dc.date.issued2012-07
dc.identifier.citationMendiburo, M., Biswas, G., & Hasselbring, T. (2012). Design-Based Research in Practice: A Technology-Based Classroom Experiment that Explores How Students Use Virtual Manipulatives to Order Groups of Fractions. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 573-574). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.573
dc.identifier.urihttps://repository.isls.org//handle/1/2383-
dc.description.abstractThis paper reports the results of a mixed-methods classroom experiment that examines how students use interactive virtual representations to order groups of fractions. The results of the experiment suggest that students can learn to construct virtual representations of fractions with minimal instruction, but their ability to construct virtual representations of fractions is not always aligned with their ability to correctly order groups of fractions represented symbolically.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleDesign-Based Research in Practice: A Technology-Based Classroom Experiment that Explores How Students Use Virtual Manipulatives to Order Groups of Fractionsen_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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