The Effects of Motion Math: Bounce on Students’ Fraction Knowledge

National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a mult...

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Bibliographic Details
Published inLearning disabilities research and practice Vol. 35; no. 1; pp. 25 - 35
Main Authors McKevett, Nicole M., Kromminga, Kourtney R., Ruedy, Amelia, Roesslein, Rachel, Running, Kristin, Codding, Robin S.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2020
Wiley-Blackwell
Subjects
Educational Technology
Elementary School Mathematics
Fractions
Grade 5
Instructional Effectiveness
Mathematics Instruction
Mathematics Skills
Motion
Numbers
Teaching Methods
Technology Uses in Education
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Summary:National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple–baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth–grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre– to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.
Bibliography:The contents of this manuscript were developed under a grant from the U.S. Department of Education, # H325D160016. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah J. Allen, Ph.D.
ISSN:0938-8982
1540-5826
DOI:10.1111/ldrp.12211