Differential Effects of Virtual and Concrete Manipulatives in a Fraction Intervention on Fourth and Fifth Grade Students’ Fraction Skills

Q2 Mathematics

Investigations in Mathematics Learning Pub Date : 2021-10-02 DOI:10.1080/19477503.2021.1982586

Terhi Vessonen, Airi Hakkarainen, Eija Väisänen, A. Laine, Pirjo Aunio, Joseph Calvin Gagnon

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Abstract

ABSTRACT Fraction knowledge has been found to predict later mathematical performance, but many students have difficulty with fractions. Virtual manipulatives (VM) and concrete manipulatives (CM) are effective approaches to teaching fractions, but previous research has not been able to reach a consensus on which manipulatives are the most effective. This quasi-experimental study employed a pre- and posttest design to investigate the differential effects of VM and CM in a fraction intervention on students’ fraction skills. In addition to fraction skills, students’ arithmetic fluency was measured. Fidelity of intervention, social validity, and time-efficiency of the manipulatives were also investigated. Fourth- and fifth-grade participants (N= 115) from Southern Finland were assigned to VM and CM intervention groups. The intervention was implemented during six 45-minute lessons over 2 weeks. Results revealed that the CM group outperformed the VM group in fraction skills, which suggests that CM should be favored in fraction interventions.

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分数干预中虚拟和具体操作对四、五年级学生分数技能的差异影响

分数知识已经被发现可以预测以后的数学表现，但是许多学生在分数方面有困难。虚拟教法(VM)和具体教法(CM)是分数教学的有效方法，但在以往的研究中，对于哪种教法最有效尚未达成共识。本准实验研究采用前测和后测设计，探讨分数干预中VM和CM对学生分数技能的差异影响。除了分数技巧，学生的算术流畅性也被测量。对干预的保真度、社会效度和操作工具的时间效率也进行了调查。来自芬兰南部的四年级和五年级的参与者(N= 115)被分配到VM和CM干预组。干预措施在两周内进行了六次45分钟的课程。结果显示，CM组在分数技能方面优于VM组，这表明CM应该在分数干预中受到青睐。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Investigations in Mathematics Learning Mathematics-Mathematics (all)

CiteScore

2.10

自引率

0.00%

发文量