Interactive virtual representations, fractions, and formative feedback

Abstract

In this study, we explore the potential benefits of formative feedback when students are constructing virtual representations of fractions. We find greater effects for feedback about the accuracy of students' responses to the questions they answer using the representations than for feedback about the accuracy of the representations themselves. The results suggest further study of the timing when students receive feedback about their representations and the ways to adapt feedback for different learners. © 2012 Springer-Verlag.