| Throughout the entire compulsory education stage of mathematics curriculum,the concept of fractional number is a key part of the whole understanding of number system expansion.Also it is the basic knowledge of studying rational number and fraction.However,the multiple meanings of fraction are one of the important reasons for students' difficulties in learning fraction.With the information technology entering the field of education,great changes have taken place in the educational pattern.As the ultimate goal of educational informatization,deep integration of information technology and curriculum has become the general trend and irreversible trend of global educational reform.For mathematics,many foreign experts have developed and proved that virtual manipulative,as an interactive,technology-enabled visual representation of a dynamic mathematical object,including all of the programmable features that allow it to be manipulated,that presents opportunities for constructing mathematical knowledge.However,Chinese experts have little understanding and research on it.So there are three research questions:(1)How to develop the virtual manipulative suitable for fraction teaching?(2)What is the students' feeling after teaching by virtual manipulative?(3)Will it help students better understanding the concept of fraction after using virtual manipulative?To resolve these questions,literature research method and quasi-experimental research are the main methods.Therefore,the research takes the development and application of mathematical virtual manipulative as the research object,and puts forward a general mode of developing virtual manipulative.Taking developing virtual manipulative for fraction teaching as an example,according to the mode that I develop,on the base of studying and analyzing chapter and teaching objectives,content and development platform suitable for virtual manipulative has been confirmed.Moreover,according to Multimedia learning of cognitive load triad architecture also the design principle of the multimedia instruction by Mayer and five principles on how to design the content of visualization teaching,the three key virtual manipulative for fraction teaching have been developed and related instructional designs have also been carried on.And then,a total of 70 students from two classes in a middle school of XuHui district were selected as experimental subjects,and experimental group was taught fraction by virtual manipulative,while control group wasn't.And after the fraction teaching experiment,students from two groups should finish the same test in the same time.In addition,all the students from experimental group also need to finish the questionnaire survey,and some of the students need to finish the semi-structured interview.On the base of teaching practice and experimental analysis,the conclusion is drawn:(1)No matter what level of students they belong to,there will be differences in the level of understanding the concept of fraction between using and not using virtual manipulative in the teaching process.(2)The correctly using of virtual manipulative plays an active role in improving students' fraction understanding level.(3)The integration of virtual manipulative in the teaching process can improve students' interest in mathematics learning. |
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