Abstract
In this study, we explore the potential benefits of formative feedback when students are constructing virtual representations of fractions. We find greater effects for feedback about the accuracy of students’ responses to the questions they answer using the representations than for feedback about the accuracy of the representations themselves. The results suggest further study of the timing when students receive feedback about their representations and the ways to adapt feedback for different learners.
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References
Clements, D., McMillan, S.: Rethinking ’concrete’ manipulatives. Teaching Children Mathematics 2(5), 270–279 (1996)
Shute, V.: Focus on formative feedback. Review of Educational Research 78(1), 153–189 (2008)
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© 2012 Springer-Verlag Berlin Heidelberg
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Mendiburo, M., Sulcer, B., Biswas, G., Hasselbring, T. (2012). Interactive Virtual Representations, Fractions, and Formative Feedback. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_135
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DOI: https://doi.org/10.1007/978-3-642-30950-2_135
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-30949-6
Online ISBN: 978-3-642-30950-2
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