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International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives

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Cover of 'International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives'

Table of Contents

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    Book Overview
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    Chapter 1 Revisiting the Definition of a Virtual Manipulative
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    Chapter 2 Artifact-Centric Activity Theory—A Framework for the Analysis of the Design and Use of Virtual Manipulatives
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    Chapter 3 The Modification of Attributes, Affordances, Abilities, and Distance for Learning Framework and Its Applications to Interactions with Mathematics Virtual Manipulatives
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    Chapter 4 Physical and Virtual Manipulatives: What Is “Concrete”?
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    Chapter 5 Manipulatives, Diagrams, and Mathematics: A Framework for Future Research on Virtual Manipulatives
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    Chapter 6 Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research
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    Chapter 7 Developing Virtual Mathematics Manipulatives: The SAMAP Project
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    Chapter 8 Enhancing Mathematical Skills Through Interventions with Virtual Manipulatives
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    Chapter 9 Influence of Prior Knowledge and Teaching Approaches Integrating Non-routine Worked Examples and Virtual Manipulatives on the Performance and Attitude of Fifth-Graders in Learning Equivalent Fractions
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    Chapter 10 The Role of Virtual Manipulatives in High School Students’ Understanding of Geometric Transformations
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    Chapter 11 Geometry and iPads in Primary Schools: Does Their Usefulness Extend Beyond Tracing an Oblong?
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    Chapter 12 Selection of Apps for Teaching Difficult Mathematics Topics: An Instrument to Evaluate Touch-Screen Tablet and Smartphone Mathematics Apps
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    Chapter 13 Ambitious Teaching: Designing Practice-Based Assignments for Integrating Virtual Manipulatives into Mathematics Lessons
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    Chapter 14 Developing an Interactive Instrument for Evaluating Teachers’ Professionally Situated Knowledge in Geometry and Measurement
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