Multirepresentational Fraction Comparison Learning through the Integration of Fraction Board Media and Lumi Education Interactive Digital Media
Abstract
Purpose of the study: This study aims to describe the implementation of fraction comparison instruction based on multiple representations through the integration of concrete manipulatives and interactive digital media within a creative STEAM education framework, as well as to examine how this process supports the development of participants’ conceptual understanding and mathematical thinking strategies.
Methodology: This study employed a descriptive qualitative approach, with the research subjects being graduate students in the Master’s Program in Mathematics Education who participated in peer teaching activities. Data were collected through observation, participant worksheets, and interviews, and were then qualitatively analyzed through the stages of data reduction, data presentation, and drawing conclusions using triangulation techniques
Main Findings: The results of the study indicate that multirepresentation-based learning supports participants’ development of conceptual understanding in comparing fractions. Participants were not only able to solve problems procedurally but also demonstrated the ability to transform representations from concrete contexts into symbolic forms and to use formal strategies such as finding common denominators. The gradual integration of concrete and digital media facilitated the transition in thinking from the concrete to the abstract, while visualizations and feedback in digital media helped reinforce participants’ understanding and reflection.
Novelty/Originality of this study: This study proposes a multi-representation learning approach that integrates concrete and interactive digital media within a creative STEAM education context, and places the transformation of representations at the center of its analysis of the development of mathematical thinking strategies. Furthermore, the use of peer teaching contexts offers a new perspective for exploring the learning process in mathematics in a reflective and conceptual manner.
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