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International Journal of Mathematical Education in Science and Technology Volume 40, 2009 - Issue 6
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Original Articles

Student achievement effects of technology-supported remediation of understanding of fractions

John A. Ross Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto, PO Box 719, 1994 Fisher Drive, Peterborough, ON, K9J 7A1, CanadaCorrespondence[email protected]
&
Catherine D. Bruce Department of Education and Professional Learning, Trent University, 1600 West Bank Drive, Peterborough, ON, K9J 7B8, Canada
Pages 713-727 | Received 30 Sep 2008, Published online: 04 Aug 2009

Citations (13)

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Read on this site (3)

Tsung-Lung Tsai & Hui-Chuan Li. (2017) Towards a framework for developing students' fraction proficiency. International Journal of Mathematical Education in Science and Technology 48:2, pages 244-255.
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Yılmaz Zengin & Enver Tatar. (2015) The teaching of polar coordinates with dynamic mathematics software. International Journal of Mathematical Education in Science and Technology 46:1, pages 127-139.
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Hui-Chuan Li. (2014) A comparative analysis of British and Taiwanese students’ conceptual and procedural knowledge of fraction addition. International Journal of Mathematical Education in Science and Technology 45:7, pages 968-979.
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Articles from other publishers (10)

Catherine D. Bruce, Tara Flynn, Shelley Yearley & Zachary Hawes. (2023) Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study. Canadian Journal of Science, Mathematics and Technology Education 23:2, pages 322-339.
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Javier del Olmo-Muñoz, José Antonio González-Calero, Pascual D. Diago, David Arnau & Miguel Arevalillo-Herráez. (2022) Intelligent tutoring systems for word problem solving in COVID-19 days: could they have been (part of) the solution?. ZDM – Mathematics Education 55:1, pages 35-48.
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Z Nuraeni, A Rosyid, A Mahpudin, Suparman & Andriyani. (2020) Development of an android-based math equation editor. Journal of Physics: Conference Series 1480:1, pages 012013.
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Lindy Crawford, Sarah Quebec Fuentes, Jacqueline Huscroft-D’Angelo & Kristina N. Higgins. (2018) Evaluating Quantitative Reasoning Strategies for Comparing Fractions: A Tool for Teachers. Intervention in School and Clinic 54:4, pages 225-234.
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W Widodo, L Rosdiana, A M Fauziah & Suryanti. (2018) Revealing Student’s Multiple-Misconception on Electric Circuits. Journal of Physics: Conference Series 1108, pages 012088.
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Brian R. Belland, Andrew E. Walker, Nam Ju Kim & Mason Lefler. (2016) Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education. Review of Educational Research 87:2, pages 309-344.
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Siu Cheung Kong. 2012. Intelligent and Adaptive Learning Systems. Intelligent and Adaptive Learning Systems 101 118 .
Yılmaz Zengin, Hasan Furkan & Tamer Kutluca. (2012) The effect of dynamic mathematics software geogebra on student achievement in teaching of trigonometry. Procedia - Social and Behavioral Sciences 31, pages 183-187.
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David Joseph Brown, James Ley, Lindsay Evett & Penny Standen. (2011) Can participating in games based learning improve mathematic skills in students with intellectual disabilities?. Can participating in games based learning improve mathematic skills in students with intellectual disabilities?.
John A. Ross, Tim Sibbald & Catherine D. Bruce. (2009) Characteristics of students assigned to technology-based instruction. Journal of Computer Assisted Learning 25:6, pages 562-573.
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