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dc.contributor.authorLee, Chun-Yien_US
dc.contributor.authorChen, Ming-Jangen_US
dc.date.accessioned2015-07-21T08:28:23Z-
dc.date.available2015-07-21T08:28:23Z-
dc.date.issued2015-01-01en_US
dc.identifier.issn1436-4522en_US
dc.identifier.urihttp://hdl.handle.net/11536/124619-
dc.description.abstractThe purpose of this study was to investigate the influence of worked examples using virtual manipulatives on the learning performance and attitudes of fifth grade students toward mathematics. The results showed that: (1) the utilization of non-routine examples could promote learning performance of equivalent fractions. (2) Learning with virtual manipulatives was as effective as with physical manipulatives. (3) Virtual manipulatives can increase learning enjoyment compared with physical counterparts. Implications and recommendations are also presented for future research.en_US
dc.language.isoen_USen_US
dc.subjectNon-routine exampleen_US
dc.subjectEquivalent fractionen_US
dc.subjectWorked exampleen_US
dc.subjectVirtual manipulativeen_US
dc.titleEffects of Worked Examples Using Manipulatives on Fifth Graders\' Learning Performance and Attitude toward Mathematicsen_US
dc.typeArticleen_US
dc.identifier.journalEDUCATIONAL TECHNOLOGY & SOCIETYen_US
dc.citation.volume18en_US
dc.citation.spage264en_US
dc.citation.epage275en_US
dc.contributor.department通識教育中心zh_TW
dc.contributor.departmentCenter of General Educationen_US
dc.identifier.wosnumberWOS:000351443300022en_US
dc.citation.woscount0en_US
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