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Learning Activities in a Dynamic Learning Environment to Foster a Basic Fraction Concept

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Title: Learning Activities in a Dynamic Learning Environment to Foster a Basic Fraction Concept
Language: English
Authors: Rowena Merkel (ORCID 0009-0004-1467-7001), Timo Leuders, Frank Reinhold, Katharina Loibl
Source: International Journal of Science and Mathematics Education. 2025 23(8):3953-3979.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Learning Activities, Environmental Education, Mathematical Concepts, Fractions, Elementary School Mathematics, Elementary School Students, Grade 5, Prior Learning, Arithmetic
DOI: 10.1007/s10763-025-10602-6
ISSN: 1571-0068
1573-1774
Abstract: Research indicates that generating multiple solutions during a problem-solving phase before subsequent instruction (problem-solving prior to instruction) has a beneficial effect on the acquisition of conceptual understanding. This effect can be supported by visualizations that enable the use of multiple solution strategies through interactive manipulation. In a digital learning environment for fraction comparison tasks using dynamic fraction bars (i.e., fraction bars that can be interactively manipulated), we investigated how solution strategies adopted by students predicted their learning outcomes in relation to the basic (non-symbolic, representational) fraction concept and how learning in a dynamic learning environment compared to learning in a static environment (i.e., fraction bars without interactive manipulation) leads to a better basic fraction concept. The experiment included 92 fifth graders. We found a descriptive but nonsignificant trend of students in the dynamic condition performing better on a post-task than those in the static condition. However, there was a substantial aptitude--treatment interaction. In the static environment, students' prior mathematical conceptual understanding of basic arithmetic operations of addition, subtraction, division, and multiplication of natural numbers had a significant effect on the learning outcomes, whereas in the dynamic learning environment, students' prior mathematical knowledge did not influence their learning outcomes. Moreover, the quality of the solution strategies employed in the dynamic digital learning environment predicted the learning outcomes in the post-task. This finding shows that students who use the dynamic fraction bars effectively achieve a better learning outcome.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501359
Database: ERIC
FullText Text:
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  Data: Learning Activities in a Dynamic Learning Environment to Foster a Basic Fraction Concept
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  Data: <searchLink fieldCode="AR" term="%22Rowena+Merkel%22">Rowena Merkel</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-1467-7001">0009-0004-1467-7001</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timo+Leuders%22">Timo Leuders</searchLink><br /><searchLink fieldCode="AR" term="%22Frank+Reinhold%22">Frank Reinhold</searchLink><br /><searchLink fieldCode="AR" term="%22Katharina+Loibl%22">Katharina Loibl</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+and+Mathematics+Education%22"><i>International Journal of Science and Mathematics Education</i></searchLink>. 2025 23(8):3953-3979.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 27
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  Data: 10.1007/s10763-025-10602-6
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  Data: Research indicates that generating multiple solutions during a problem-solving phase before subsequent instruction (problem-solving prior to instruction) has a beneficial effect on the acquisition of conceptual understanding. This effect can be supported by visualizations that enable the use of multiple solution strategies through interactive manipulation. In a digital learning environment for fraction comparison tasks using dynamic fraction bars (i.e., fraction bars that can be interactively manipulated), we investigated how solution strategies adopted by students predicted their learning outcomes in relation to the basic (non-symbolic, representational) fraction concept and how learning in a dynamic learning environment compared to learning in a static environment (i.e., fraction bars without interactive manipulation) leads to a better basic fraction concept. The experiment included 92 fifth graders. We found a descriptive but nonsignificant trend of students in the dynamic condition performing better on a post-task than those in the static condition. However, there was a substantial aptitude--treatment interaction. In the static environment, students' prior mathematical conceptual understanding of basic arithmetic operations of addition, subtraction, division, and multiplication of natural numbers had a significant effect on the learning outcomes, whereas in the dynamic learning environment, students' prior mathematical knowledge did not influence their learning outcomes. Moreover, the quality of the solution strategies employed in the dynamic digital learning environment predicted the learning outcomes in the post-task. This finding shows that students who use the dynamic fraction bars effectively achieve a better learning outcome.
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