{"id":1636,"date":"2020-01-16T15:43:47","date_gmt":"2020-01-16T14:43:47","guid":{"rendered":"https:\/\/us.edu.pl\/wydzial\/wsne\/?page_id=1636"},"modified":"2020-04-06T11:50:33","modified_gmt":"2020-04-06T09:50:33","slug":"19-2","status":"publish","type":"page","link":"https:\/\/us.edu.pl\/wydzial\/wsne\/nauka-i-badania\/serie-wydawnicze\/seria-e-learning\/11-e-learning-and-stem-education-articles\/19-2\/","title":{"rendered":"19"},"content":{"rendered":"<p><strong>EXPLORING ADDITION AND SUBTRACTION STRATEGIES WITH VIRTUAL MANIPULATIVES ON TABLET DEVICES IN SECOND GRADE<\/strong><\/p>\n<p><a href=\"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-content\/uploads\/sites\/20\/Nieprzypisane\/el-2019-11-20-EXPLORING-ADDITION.pdf\" class=\"mtli_attachment mtli_pdf\" data-mtli=\"mtli_filesize603,46kB\">full-text article<\/a><\/p>\n<p>DOI: 10.34916\/el.2019.11.20<\/p>\n<p><strong>Veronika Horv\u00e1thov\u00e1<\/strong> Comenius University in Bratislava (Slovakia)<\/p>\n<p><strong>REFERENCES<\/strong><\/p>\n<ul>\n<li>Anderson-Pence, K. L., Moyer-Packenham, P. S., Westenskow, A., Shumway, J., &amp; Jordan, K. (2014). Relationships Between Visual Static Models and Students&#8217; Written Solutions to Fraction Tasks. <em>International Journal for Mathematics Teaching &amp; Learning. 15<\/em>(1), 1-18.<\/li>\n<li>Attard, C., &amp; Curry, C. (2012). Exploring the Use of iPads to Engage Young Students with Mathematics. <em>Mathematics Education Research Group of Australasia<\/em>. <em>2-6 July 2012, Singapore<\/em> (pp. 75-82).<\/li>\n<li>Baturo, A. R., Cooper, T. J., &amp; Thompson, K. (2003). Effective teaching with virtual materials: Years six and seven case studies. <em>International Group for the Psychology of Mathematics Education<\/em>, <em>4<\/em>, 299-306.<\/li>\n<li>Bos, B. (2009). Virtual math objects with pedagogical, mathematical, and cognitive fidelity. <em>Computers in Human Behavior, 25<\/em>(2), 521-528.<\/li>\n<li>Calder, N., &amp; Campbell, A. (2015). You Play on Them. They&#8217;re Active. Enhancing the Mathematics Learning of Reluctant Teenage Students. In M. Marshman, V. Geiger, and A. Bennison (Eds), <em>Mathematics Education in the Margins <\/em>(Proceeding of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 133-140.<\/li>\n<li>Cul\u00e9n, A. L., &amp; Gasparini, A. (2011). iPad: a new classroom technology? A report from two pilot studies.\u00a0<em>INFuture Proceedings<\/em>,\u00a0<em>3<\/em>(2), 199-208.<\/li>\n<li>Geist, E. A. (2012). A qualitative examination of two-year-olds interaction with tablet based interactive technology. <em>Journal of Instructional Psychology<\/em>, <em>39<\/em>(1), 26.<\/li>\n<li>Goodwin, K. (2012). <em>Use of tablet technology in the classroom<\/em>. Sydney: State of New South Wales:\u00a0NSW Department of Education and Communities.<\/li>\n<li>Greeno, J. G., &amp; Hall, R. P. (1997). Practicing representation: Learning with and about representational forms.\u00a0Phi Delta Kappan,\u00a078, 361-367.<\/li>\n<li>Highfield, K., &amp; Mulligan, J. (2007). The role of dynamic interactive technological tools in preschoolers\u2019 mathematical patterning. In J. Watson &amp; K. Beswick (Eds.), <em>Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia <\/em>(pp. 372-381): MERGA Inc.<\/li>\n<li>Hilton, A. (2018). Engaging Primary School Students in Mathematics: Can iPads Make a Difference? <em>International Journal of Science and Mathematics Education<\/em>,\u00a0<em>16<\/em>(1), 145-165.<\/li>\n<li>Kaur, D., Koval, A., &amp; Chaney H. (2017). Potential of using Ipads as a supplement to teach math to students with learning disabilities. <em>International Journal of Research in Education and Science (IJRES),<br \/>\n3<\/em>(1), 114-121.<\/li>\n<li>McKenna, C. (2012). There\u2019s an app for that: How two elementary classrooms used iPads to enhance student learning and achievement. <em>Education<\/em>,<br \/>\n<em>2<\/em>(5), 136-142.<\/li>\n<li>Moyer, P. S., Niezgoda, D., &amp; Stanley, J. (2005). Young children\u2019s use of virtual manipulatives and other forms of mathematical representations. <em>Technology-supported mathematics learning environments<\/em>, <em>67<\/em>, 17-34.<\/li>\n<li>Moyer-Packenham, P. S., Westenskow, A., Shumway, J. F., Bullock, E., Tucker, S. I., Anderson-Pence, K. L., &#8230; &amp; MacDonald,<br \/>\nB. (2014). The effects of different virtual manipulatives for second graders\u2019 mathematics learning in the touch-screen environment. In <em>Proceedings of the 12th International Conference of the Mathematics Education into the 21st Century Project<\/em><em>, 1, <\/em>331-336.<\/li>\n<li>Shifflet, R., Toledo, C., &amp; Mattoon, C. (2012). Touch tablet surprises: A preschool teacher&#8217;s story. <em>YC Young Children<\/em>, <em>67<\/em>(3), 36.<\/li>\n<li>Spencer, P. (2013). iPads: Improving Numeracy Learning in the Early Years. In V. Steine, L. Ball, and C. Bardii (Eds), <em>Mathematics Education: Yesterday, today and tomorrow<\/em> (Proceeding of the 36th annual conference of the Mathematics Education Research Group of Australasia). Melbourne, VIC: MERGA.<\/li>\n<li>Steen, K., Brooks, D., &amp; Lyon, T. (2006). The Impact of Virtual Manipulatives on First Grade Geometry Instruction and Learning. <em>Journal of Computers in Mathematics and Science Teaching, 25<\/em>(4), 373-391. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).<\/li>\n<li>Suh, J. M. (2005).\u00a0<em>Third graders&#8217; mathematics achievement and representation preference using virtual and physical manipulatives for adding fractions and balancing equations <\/em>(pp. 1-191). PH.D. in Education, George Mason University, Fairfax, Virginia<\/li>\n<li>Thompson, P. W. (1992). Notations, conventions, and constraints: Contributions to effective uses of concrete materials in elementary mathematics. <em>Journal for research in mathematics education<\/em>, <em>23<\/em>(2), 123-147.<\/li>\n<li>Volk, M., Coti\u010d, M., Zajc, M., &amp; Star\u010di\u010d, A. I. (2017). Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes.\u00a0<em>Computers &amp; Education<\/em>. <em>114<\/em>(1), 1-23.<\/li>\n<li>Westenskow, A., Moyer-Packenham, P. S., Anderson-Pence, K. L., Shumway, J. F., &amp; Jordan, K. (2014). Cute drawings? The disconnect between student\u2019s pictorial representations and mathematics responses<br \/>\nto fraction questions. <em>RIPEM<\/em>, <em>4<\/em>(1), 81-105.<\/li>\n<\/ul>\n<p><\/p>\n<style type=\"text\/css\">a[data-mtli~=\"mtli_filesize603,46kB\"]:after {content:\" (603,46 kB)\"}<\/style>","protected":false},"excerpt":{"rendered":"<p>EXPLORING ADDITION AND SUBTRACTION STRATEGIES WITH VIRTUAL MANIPULATIVES ON TABLET DEVICES IN SECOND GRADE full-text article DOI: 10.34916\/el.2019.11.20 Veronika Horv\u00e1thov\u00e1 Comenius University in Bratislava (Slovakia) REFERENCES Anderson-Pence, K. L., Moyer-Packenham, P. S., Westenskow, A., Shumway, J., &amp; Jordan, K. (2014). Relationships Between Visual Static Models and Students&#8217; Written Solutions to Fraction Tasks. International Journal for [&#8230;]<\/p>\n<p><a class=\"btn btn-secondary understrap-read-more-link\" href=\"https:\/\/us.edu.pl\/wydzial\/wsne\/nauka-i-badania\/serie-wydawnicze\/seria-e-learning\/11-e-learning-and-stem-education-articles\/19-2\/\">Read More&#8230;<\/a><\/p>\n","protected":false},"author":110,"featured_media":0,"parent":1452,"menu_order":19,"comment_status":"closed","ping_status":"closed","template":"page-templates\/inner-page.php","meta":{"_expiration-date-status":"saved","_expiration-date":0,"_expiration-date-type":"","_expiration-date-categories":[],"_expiration-date-options":[]},"acf":[],"_links":{"self":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1636"}],"collection":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/users\/110"}],"replies":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/comments?post=1636"}],"version-history":[{"count":4,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1636\/revisions"}],"predecessor-version":[{"id":2548,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1636\/revisions\/2548"}],"up":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/pages\/1452"}],"wp:attachment":[{"href":"https:\/\/us.edu.pl\/wydzial\/wsne\/wp-json\/wp\/v2\/media?parent=1636"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}