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Journal of the Learning Sciences Volume 24, 2015 - Issue 4
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Articles

Learning Fractions by Splitting: Using Learning Analytics to Illuminate the Development of Mathematical Understanding

Taylor MartinDepartment of Instructional Technology & Learning Sciences, Utah State UniversityCorrespondence[email protected]
,
Carmen Petrick SmithDepartment of Education, The University of Vermont
,
Nicole ForsgrenChef Software
,
Ani AghababyanMcGraw-Hill Education
,
Philip JanisiewiczDepartment of Instructional Technology & Learning Sciences, Utah State University
&
Stephanie BakerDepartment of Curriculum & Instruction, The University of Texas
Pages 593-637 | Published online: 09 Nov 2015

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Josh Radinsky & Iris Tabak. (2017) Outgoing Editors’ Note: The Journal of the Learning Sciences as a Mirror of Trends in the Field. Journal of the Learning Sciences 26:1, pages 1-6.
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Iris Tabak & Josh Radinsky. (2015) Paving New Pathways to Supporting Disciplinary Learning. Journal of the Learning Sciences 24:4, pages 501-503.
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Articles from other publishers (17)

Wing-Leung Yeung & Oi-Lam Ng. (2023) Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023). Computers & Education 205, pages 104881.
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Parnika Bhatia, Sarah Le Diagon, Emma Langlois, Melissa William, Jérôme Prado & Marie‐Line Gardes. (2022) Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study. Journal of Computer Assisted Learning 39:1, pages 49-62.
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José Antonio Rodríguez‐Martínez, José Antonio González‐Calero, Javier del Olmo‐Muñoz, David Arnau & Sergio Tirado‐Olivares. (2022) Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions. British Journal of Educational Technology 54:1, pages 76-97.
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Ji-Eun Lee, Jenny Yun-Chen Chan, Anthony Botelho & Erin Ottmar. (2022) Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game. Educational technology research and development 70:5, pages 1575-1599.
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Tomi Kärki, Jake McMullen & Erno Lehtinen. (2021) Improving rational number knowledge using the NanoRoboMath digital game. Educational Studies in Mathematics 110:1, pages 101-123.
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David W. Braithwaite & Lauren Sprague. (2021) Conceptual Knowledge, Procedural Knowledge, and Metacognition in Routine and Nonroutine Problem Solving. Cognitive Science 45:10.
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Elizabeth Rowe, Ma Victoria Almeda, Jodi Asbell-Clarke, Richard Scruggs, Ryan Baker, Erin Bardar & Santiago Gasca. (2021) Assessing implicit computational thinking in Zoombinis puzzle gameplay. Computers in Human Behavior 120, pages 106707.
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Dongjo Shin & Jaekwoun Shim. (2020) A Systematic Review on Data Mining for Mathematics and Science Education. International Journal of Science and Mathematics Education 19:4, pages 639-659.
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Hugo Mitre-Hernandez, Roberto Covarrubias Carrillo & Carlos Lara-Alvarez. (2021) Pupillary Responses for Cognitive Load Measurement to Classify Difficulty Levels in an Educational Video Game: Empirical Study. JMIR Serious Games 9:1, pages e21620.
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Ryan S. Baker, Dragan Gašević & Shamya Karumbaiah. (2021) Four paradigms in learning analytics: Why paradigm convergence matters. Computers and Education: Artificial Intelligence 2, pages 100021.
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Lu Zhang, Junjie Shang, Tim Pelton & Leslee Francis Pelton. (2020) Supporting primary students' learning of fraction conceptual knowledge through digital games. Journal of Computer Assisted Learning 36:4, pages 540-548.
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Elizabeth Rowe, Jodi Asbell-Clarke, Erin Bardar, Ma. Victoria Almeda, Ryan S. Baker, Richard Scruggs & Santiago Gasca. 2020. Advancing Educational Research With Emerging Technology. Advancing Educational Research With Emerging Technology 99 123 .
Cristina Alonso-Fernández, Antonio Calvo-Morata, Manuel Freire, Iván Martínez-Ortiz & Baltasar Fernández-Manjón. (2019) Applications of data science to game learning analytics data: A systematic literature review. Computers & Education 141, pages 103612.
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Lara Johanna Schmitt & Armin Weinberger. (2018) Fourth graders’ dyadic learning on multi-touch interfaces—versatile effects of verbalization prompts. Educational Technology Research and Development 67:3, pages 519-539.
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Elizabeth Rowe, Jodi Asbell-Clarke, Ryan S. Baker, Michael Eagle, Andrew G. Hicks, Tiffany M. Barnes, Rebecca A. Brown & Teon Edwards. (2017) Assessing implicit science learning in digital games. Computers in Human Behavior 76, pages 617-630.
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Stephen I. Tucker & Teri N. Johnson. (2017) I Thought This Was a Study on Math Games: Attribute Modification in Children’s Interactions with Mathematics Apps. Education Sciences 7:2, pages 50.
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Ryan S. Baker, Taylor Martin & Lisa M. Rossi. 2016. The Handbook of Cognition and Assessment. The Handbook of Cognition and Assessment 379 396 .

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