Interactive Virtual Representations, Fractions, and Formative Feedback

  • Maria Mendiburo
  • Brian Sulcer
  • Gautam Biswas
  • Ted Hasselbring
Part of the Lecture Notes in Computer Science book series (LNCS, volume 7315)

Abstract

In this study, we explore the potential benefits of formative feedback when students are constructing virtual representations of fractions. We find greater effects for feedback about the accuracy of students’ responses to the questions they answer using the representations than for feedback about the accuracy of the representations themselves. The results suggest further study of the timing when students receive feedback about their representations and the ways to adapt feedback for different learners.

Keywords

fractions virtual representations feedback 

References

  1. 1.
    Clements, D., McMillan, S.: Rethinking ’concrete’ manipulatives. Teaching Children Mathematics 2(5), 270–279 (1996)Google Scholar
  2. 2.
    Shute, V.: Focus on formative feedback. Review of Educational Research 78(1), 153–189 (2008)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  • Maria Mendiburo
    • 1
  • Brian Sulcer
    • 1
  • Gautam Biswas
    • 1
  • Ted Hasselbring
    • 1
  1. 1.Vanderbilt UniversityNashvilleUSA

Personalised recommendations