The aim of this study is to model a Cognitive Tool (CT) for building an understanding of initial fraction concepts. An Internet-based CT for developing the meaning of fraction multiplication has been designed. We adopt the view that a computational device is a CT that can support, guide, and mediate the cognitive processes of learners. The design of the CT originated from the nature of the subject matter. Because this study presents fraction multiplication as a composite operation, which is a way of learning the operator view of common fractions, the CT is modeled in the form of such a computational device. This supports the understanding of fraction multiplication as a sequence of two operations: a shrinking operation of taking a fractional unit of the multiplicand and a growing operation of multiplying the resultant part of the shrinking operation.
|Publication status||Published - 2003|
CitationKong, S. C. (2003). An Internet-based cognitive tool for understanding multiplication of fractions: A way of learning the operator view of common fractions. In K. T. Lee & K. Mitchell (Eds.), International Conference on Computers in Education 2003: A conference of the Asia-Pacific Chapter of the Association for the Advancement of Computing in Education (AACE): The "second wave" of ICT in education: From facilitating teaching and learning to engendering education reform: Proceedings [CD-ROM] (pp. 602-607). Norfolk, VA: Association for the Advance of Computing in Education.
- Primary Education
- Development of Subject Knowledge