The aim of this study is to design cognitive tools for mediating the cognitive capabilities of learners on learning common fraction. A web-supported learning environment (WSLE) with the use of a graphical partitioning model (GPM) to encourage knowledge construction on common fraction was designed and developed. The design of the WSLE originated from the nature of the subject matter and mediated for meeting diverse needs of learners by offering affordances. Offering affordances in the GPM is to make available scaffold or profitable spaces and ample opportunities for the learners to interact and to meet their own needs. The model of affordances is derived from the results of an evaluation study of an initial prototype of the cognitive tool, leading to the design of the GPM of a WSLE, which aims to assist learners in developing concepts and procedural knowledge for learning fraction addition/subtraction with unlike denominators. The three functions of cognitive tool in the GPM are: graphical presentation tool, partitioning device and hypothesis testing bed. Affordances are accessible for fulfilling the diverse needs of learners. Pedagogical implications for interactions with the GPM and future evaluation work were discussed. Copyright © 2003 Elsevier.
CitationKong, S. C., & Kwok, L. F. (2003). A graphical partitioning model for learning common fraction: Designing affordances on a web-supported learning environment. Computers & Education, 40(2), 137-155.
- Common fraction
- Evaluation study
- Web-supported learning environment
- Cognitive tool