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Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction
ARTICLE

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Journal of Interactive Online Learning Volume 11, Number 3, ISSN 1541-4914

Abstract

The purpose of this study was to examine pictorial representations, whether in static or dynamic modalities, and their impact on student learning in a classroom with low-achieving students. The investigation emerged from a classroom teacher's action research project. During a three-week fraction unit, nineteen third-grade low-achieving students participated in two groups--a Dynamic Virtual Manipulatives (DVM) group using virtual manipulatives, and a Static Pictorial Models (SPM) group using pictorial models. Students in both the DVM and SPM groups showed significant improvements between the pre- and post-tests of fraction concepts. Students' visualization skills increased while using pictorial models, in both the static and dynamic modalities. (Contains 1 table.)

Citation

Moyer-Packenham, P.S., Ulmer, L.A. & Anderson, K.L. (2012). Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction. Journal of Interactive Online Learning, 11(3), 103-120. Retrieved January 28, 2023 from .

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