Integrating concrete and virtual materials in an elementary mathematics classroom: a case study of success with fractions

  • Authors:

  • Romina M. J. Proctor;Annette R. Baturo;Tom J. Cooper

  • Affiliations:

  • Queensland University of Technology, Red Hill, Queensland;Queensland University of Technology, Red Hill, Queensland;Queensland University of Technology, Red Hill, Queensland

  • Venue:
  • CRPIT '02 Proceedings of the Seventh world conference on computers in education conference on Computers in education: Australian topics - Volume 8
  • Year:
  • 2002

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Abstract

This paper describes an approach to introducing the concept of fractions using generic software suites such as Microsoft Office to create "virtual" materials to use in Mathematics teaching and learning. This approach replicates currently used concrete materials and integrates virtual materials with current traditional (i.e. non-computer) methods of teaching elementary students about fractions. The paper reports a case study of one student from a Year 7 class (12-13 year olds) who had an extremely limited understanding of fractions and had formed misconceptions that were hindering his mathematical understanding. By integrating on-computer and off-computer activities involving the manipulation of concrete and virtual materials, and by alternating between these two representations of fractions, it was possible for the student to acquire a basic understanding of simple common fractions and to reject his previously held misconceptions in a single session.