ABSTRACT

Competence in fractions is important in achieving advanced mathematics such as algebra and calculus. To foster students' understanding of fractions, intervention studies have found number lines to be an effective representational tool. Yet, it is unclear whether or not number lines are equally effective regardless of the ways in which they are implemented. The present study compared two ways in which number lines were used to teach fourth graders fraction magnitudes. One was an iPad digital game and the other was a paper-and-pencil workbook. The students in the digital-game condition played the game on their own whereas those in the workbook condition received one-on-one tutoring. Taking part in just four lessons, both groups improved their fraction knowledge compared to the control group. The current findings confirm that number lines are an effective representational tool. The results further suggest that number lines – when implemented as a digital game or in a workbook – are on the average equally effective in improving students' fraction knowledge. Implications for classroom instruction are discussed.

摘要

分数能力对于获得高级数学（如代数和微积分）很重要。为了增进学生对分数的理解，干预研究发现数字线是一种有效的代表工具。然而，不清楚数字行是否有效，无论其实施方式如何。本研究比较了使用数字线教四年级生分数幅度的两种方法。一个是iPad数字游戏，另一个是纸和铅笔工作簿。处于数字游戏状态的学生自己玩游戏，而处于工作簿状态的学生接受一对一的辅导。与对照组相比，两组仅参加了四节课，他们的分数知识有所提高。目前的发现证实，数字线是一种有效的代表性工具。结果进一步表明，数字线在以数字游戏或工作簿的形式实现时，平均而言在提高学生的分数知识方面同样有效。讨论了课堂教学的含义。