Abstract
If students learn multiple inter-definable relational concepts, their resulting knowledge will be more stable, flexible, and likely to be applied on transfer tasks. A videogame has been developed to teach fractions. Based on analysis of Asian curricula in mathematics, the favored instructional sequence and relative emphasis on various topics have been incorporated into the game design. Through the game, students interact with different numbers and operations. Their performance on pre- and post-test are compared.
Original language | English |
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Pages | 445-446 |
Number of pages | 2 |
Publication status | Published - 2010 |
Event | 9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: 2010 Jun 29 → 2010 Jul 2 |
Other
Other | 9th International Conference of the Learning Sciences, ICLS 2010 |
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Country/Territory | United States |
City | Chicago, IL |
Period | 10/6/29 → 10/7/2 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education