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Justin’s Path to Learning Fractions Through Coding
PROCEEDING

## Lorraine Jacques, Louisiana Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## Abstract

This paper describes the process that Justin (pseudonym), an 8th grade student with learning disabilities, developed his understanding of fraction magnitude by creating and coding a game about fractions. His learning process maps to the experiential learning cycle, detailing how his learning occurred. Some challenges he faced when creating his game are also described.

## Citation

Jacques, L. (2019). Justin’s Path to Learning Fractions Through Coding. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 92-96). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from https://www.learntechlib.org/primary/p/208490/.

© 2019 Association for the Advancement of Computing in Education (AACE)

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