#
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 October 19, 2019 from https://www.learntechlib.org/primary/p/208490/.

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

## References

View References & Citations Map- Ainsworth, S., Bibby, P., & Wood, D. (2002). Examining the effects of different multiple representational systems in learning primary mathematics. Journal of the Learning Sciences, 11, 25–61.
- Allsopp, D.H., McHatton, P.A., & Farmer, J.L. (2010). Technology, mathematics PS/RTI and students with LD: What do we know, what have we tried, and what can we do to improve outcomes not and in the future? Learning Disability Quarterly, 33(4). SITE 2019-Las Vegas, NV, United States, March 18-22, 2019
- Allsopp, D.H., Kyger, M., & Lovin, L. (2007). Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners. Baltimore, MD: Paul H. Brookes Publishing Co.
- Aydin, E. (2005). The use of computers in mathematics education: A paradigm shift from “computer aided instruction” towards “student programming.” The Turkish Online Journal of Educational Technology, 4(2).
- Burns, A. & Gentry, J. (1998). Motivating students to engage in experiential learning: A tension-to-learn theory. Simulation& Gaming, 29(2), 133.
- Duval, R. (2006). A cognitive analysis of problems of comprehension in learning of mathematics. Educational Studies in Mathematics, 61, 103– 131.
- Fest, A., Hiob, M., & Hoffkamp, A. (2011). An interactive learning activity for the formation of the concept of function based on representational transfer. Electronic Journal of Mathematics& Technology, 5(2), 169-176.
- Harel, I. & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments, 1, 1-32.
- Israel, M., Pearson, J.N., Tapia, T., Wherfel, Q.M., & Reese, G. (2015). Supporting all learners in school-wide computational thinking: A crosscase qualitative analysis. Computers& Education, 82, 263-279.
- Kafai, Y. (1995). Minds in Play: Computer Game Design as a Context for Children’s Learning. New Jersey: Lawrence Erlbaum Associates.
- Kafai, Y. (1995, April). Making game artifacts to facilitate rich and meaningful learning. Paper presented at the annual meeting of the American Educational Research Association annual conference, San Francisco, CA.
- Kafai, Y. (1996). Software by kids for kids. Communications of the ACM, 39(4), 38-39.
- Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers& Education, 73, 26-39.
- Kolb, D.A. (1984). The process of experiential learning. Experiential learning: Experience as the source of learning and development (pp. 2038). Englewood Cliffs, NJ: Prentice Hall.
- Lesh, R., Post, T., & Behr, M. (1987). Representations and translations among representations in mathematics learning and problem solving. In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics (pp. 33–40). Hillsdale, NJ: Lawrence Erlbaum
- Matsuo, M. (2015). A framework for facilitating experiential learning. Human Resource Development Review, 14(4), 442-461.
- [NCTM] National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- Papert, S. (1987). Computer criticism vs. Technocentric thinking. Educational Researcher, 16(1), 22-30.
- Rich, P., Bly, N., & Leatham, K. (2014). Beyond cognitive increase: Investigating the influence of computer programming on perception and application of mathematical skills. Journal of Computers in Mathematics and Science Teaching, 33(1), 103-128.
- Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137-172.
- Stone, J.R., Alfeld, C., & Pearson, D. (2008). Rigor and relevance: Enhancing high school students' math skills through career and technical education. American Educational Research Journal, 45(3), 767-795.
- Tilford, M.P. (1979). Achievement in algebra II using computer programming. SIGCUE Outlook, 13(2), 9-14.
- Zhang, X., Clements, M.A., & Ellerton, N. (2015). Conceptual mis(understandings) of fractions: From area models to multiple embodiments. Mathematics Education Research Journal, 27, 233-261.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References