Literaturnachweis - Detailanzeige
| Autor/inn/en | Moyer-Packenham, Patricia; Baker, Joseph; Westenskow, Arla; Anderson, Katie; Shumway, Jessica; Rodzon, Kati; Jordan, Kerry |
|---|---|
| Titel | A Study Comparing Virtual Manipulatives with Other Instructional Treatments in Third- and Fourth-Grade Classrooms |
| Quelle | In: Journal of education, 193 (2013) 2, S.25-40Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 2515-5741 |
| DOI | 10.1177/002205741319300204 |
| Abstract | The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives (PM), and virtual manipulatives (VM). Results revealed no significant differences in achievement between the treatments. Additional results showed that objective ability predicted fraction achievement; virtual manipulative use can be modulated by test question type (e.g., symbolic vs. pictorial); percentage of class time using representations differed between VM and PM classrooms; and percentage of class time spent using representation types differed, potentially providing differential opportunities to learn. |
| Erfasst von | FIDELIO |
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