An integrated theory of whole number and fractions development (Siegler, Thompson, & Schneider, 2011)

Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296. doi:10.1016/j.cogpsych.2011.03.001 Advertisements

Conceptual Change Takes Time: Game Based Learning Cannot be Only Supplementary Amusement (Ketamo & Kiili, 2010)

Ketamo, H. & Kiili, K. (2010). Conceptual Change Takes Time: Game Based Learning Cannot be Only Supplementary Amusement. Journal of Educational Multimedia and Hypermedia, 19(4), 399-419. Learning games, if designed well, may serve as effective learning tools supporting knowledge construction (e.g. Kiili, 2007; Lainema & Makkonen, 2003; Gee, 2003; Amory, 2001; Prensky, 2001). In this … Continue reading

Construct a Sum: A Measure of Children’s Understanding of Fraction Size (Behr, Wachsmuth, & Post, 1985)

Behr, M. J., Wachsmuth, I., & Post, T. R. (1985). Construct a Sum: A Measure of Children’s Understanding of Fraction Size. Journal for Research in Mathematics Education, 16(2), 120-131. Retrieved from http://www.jstor.org/stable/748369 The authors used a “Construct a Sum” task with 4th and 5th graders (part of the Rational Numbers Project) to assess their conceptual … Continue reading