Being There: Putting Brain, Body, and World Together Again
Being There: Putting Brain, Body, and World Together Again
Cognitive Tools for Learning
All work and no play: measuring fun, usability, and learning in software for children
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
An Experimental Study of a Cognitive Tool for Classroom Use: A Knowledge of Fraction Equivalence
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Proceedings of the 2006 conference on Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding
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The aim of this research is to devise a cognitive tool for meeting the diverse needs of learners for comprehending new procedural knowledge. A model of affordances on teaching fraction equivalence for developing procedural knowledge for adding/subtracting fractions with unlike denominators was derived from the results of a case study of an initial prototype of a graphical partitioning model. Offering affordances in our model makes available profitable spaces for learners to interact in ways that meet their needs. This model of affordances was evaluated by a pre-test--post-test control group design to study the performance of the experimental group in learning with the model. Results of the study indicated that the model afforded learners, with various abilities for learning, knowledge of fraction equivalence. The key for mediating the generation of procedural knowledge for adding/subtracting fractions with unlike denominators in working with our cognitive tool was the concept of fraction equivalence and the capability of computing this.