LEARNING FRACTION THROUGH SLICE FRACTION GAMES APPLICATION

1.0 INTRODUCTION
The importance of education has been growing manifold through the years as its
importance has been increasing in the modern society. From ancient times it has been noticed
that practical learning has been more beneficial to the students, e.g., sticks and stones, the
abacus, etc., helping reinforce concepts better than books. Researchers and pedagogists have
been trying to exploit the advances in technology so that they can amalgamate with traditional
teaching techniques and develop methodologies which emphasize learning by doing! or
active learning! to help students learn better. This is especially helpful to teach math
concepts, which most students find difficult in grasping. "t has been observed that the latest
advent of technology fascinating the children of today is the array of digital games. Research
has proven that if we embed mathematical concepts in these digital games, and considering
the level of engagement children play these games with, it can significantly help them learn
these mathematical concepts better in a more en#oyable manner.
1.1 BACKGROUND OF PROBLEM
$ test conducted in %&&' showed that pediatricians, nurses, and pharmacist were
tested for errors resulting from the calculation of drug doses for neonatal intensive care
infants. (f the calculation errors identified, )*.+, of pediatricians- errors, +., of nurses-
errors, and ', of pharmacists- errors would have resulted in administration of '& times the
prescribed dose /0rillo et al. %&&'1. These resounding results led to deeper analysis that weak
foundations in fraction concepts in children, have resulted in struggling adults when it comes
to calculations involving fractions /2ipkus et al. %&&'3 Reyna and 4rainerd %&&51.
Fraction is formally defined as the ratio of two whole numbers, or to put it simply, one
whole number divided by another whole number. 6epending on the values of these numbers,
it can be either proper /numerator is smaller than denominator1 or improper /numerator is
bigger than denominator1 fraction. $lthough it has a simple definition, teaching this abstract
concept to the students poses significant challenges. The fractions learning process consists of
five interrelated sub7constructs namely part7whole, ratio, operator, quotient, and measure,
which prove to contribute to the complexity of teaching and learning fractions. 8arious
studies have laid foundation for the well7documented fact that learning fractions is one of the
most complicated tasks for primary children /4oulet '99*3 6avis et al. '99)1. :asemann
/'9*'1 derived possible hypothesis regarding the difficulties fractions pose for children. The
primary reason is that fractions are not used in daily life regularly. (ther reasons include /a1
the written notation of fractions is relatively complicated, /b1 ordering fractions on a number
line is exceedingly difficult3 and /c1 there are many rules associated with the procedures of
fractions, and these rules are more complex than those of natural numbers.
0ould et al. /%&&.1 conducted research to delve deeper into the mistakes children tend
to make while representing fractions. The age group of children considered was between '%
and ') years old. They assigned children the task of illustrating fractions one half, one sixth
and one third on circle diagrams. They observed that children could depict parts of a set but
not parts of a whole. To elucidate this further, for example, if they were to represent one7
sixth, they would mark one item out of six items. 4ut when given a circle, they would fumble.
They would divide the circle into eight parts, shade . of them and then represent one of them
as one7sixth. :owever, one half fraction was an exception, most students were successful in
representing one7half on the circle. ;ome other studies conducted in ;ingapore /<<=$0,
%&&'1 uncovered that though children may sometimes arrive at the correct results, the method
they use turns out to be incorrect.
;tudies show that teachers tried various methods to teach fractions to children such as
real world applications, using manipulatives or building on prior knowledge. :owever, the
main strategies remain to be direct teaching methodology or by rote or the traditional paper7
pencil technique. They generally don>t try to go beyond the conventional methodologies to
encourage the children to think laterally or collaboratively, which might help them understand
the concepts better. The design of instruction is very crucial to help children understand
fractions better. ?aiser et al. /%&&@1 went one step ahead and analyzed learning fractions
from a psychological perspective. This analysis involves looking at the developmental and
psychological units, which define rational numbers into two perspectives. (ne is global
which looks at proportional evaluation and second is local which looks at splitting and
doubling.
The explanation of part whole of a fraction is where a number like 'A+ indicates that a
whole has been separated into five equal parts and one of those parts is being considered.
;plitting, another fractional scheme, consists of simultaneous composition of partitioning and
iterating. <ostly the middle school students use the part whole concept to deal with all
fractions concepts. (n the other hand, ?orton and Bilkins /%&&91 indicate that the part7whole
concept provides no meaning for improper fractions because part7whole fractions are taken
out of the whole /taking nine parts out of seven makes no sense1. ?orton /%&&91 and ;teffe
/%&&@1 indicate that robust conceptions of improper fractions depend on the development of
splitting operation.
Teachers and researchers are continually working towards making fractions more
understandable for children and laying a stronger foundation for them /4ruce and Ross %&&51.
<any possible solutions have been discussed in literature. (ne of them being integrating
computer technology and using it as an aide in teaching mathematics.
1.2 STATEMENT OF PROBLEM
Fractions is an important concept that needs to be learned and mastered during the
middle school to achieve better understanding of algebraic topics in later years. Currently,
most middle school students are aware of partitioning and iterating operations, but only a few
thoroughly understand the splitting operations. <ost students> knowledge of fractions is
limited to part7whole concepts.
$part from the regular curriculum taught in schools, for middle school students, extra
support is needed to develop understanding of splitting operations in fractions, where the
splitting operation is defined as the simultaneous combination of partitioning and iterating
process. $ny positive improvements in teaching fraction concepts will benefit millions of
middle school students.
1.3 STATEMENT OF OBJECTIVES
The ob#ective of this study is to see the feedback from the teachers in evaluating the
content and technical aspects on implementing ;lice Fraction games app from i(;
applications to the students in learning faction.
2.0 LITERATURE REVIEW
<athematics learning is ultimately about refinement and abstractions of ideas and
concepts, and mathematics teaching is the process of facilitating this refinement and
abstractions. The abstraction here means that starting with concrete examples and moving on
to how the techniques for these concrete examples can be applied on a more general basis.
Thus basically this abstraction process works best with manipulatives and collaborative
discussion and reflection with peers and teachers /=nglish and :alford '99+1.
Dbiek /'99*1 suggests that the use of computers could help improve mathematical
modeling ability and increase the levels of abstraction or conceptualization of higher7level
concepts. This can be done by providing students with interesting learning activities, which
can be explored in tandem with regular school teaching. 2emke /'99*1 believes that learning
by integrating both text and visual7graphical interpretation helps students look at information
from different viewpoints and offers greater potential in formulating concepts and
relationships.
Computers serve as effective learning aides because they have the potential to offer
information both textually and graphically. Bhen these alternative7learning techniques came
into picture, teachers feared that they might replace traditional teaching methodologies, which
they strongly believed in. 4ut then as 2uke et al. /%&&&1 point out, newer technologies can
never completely replace old ones. "n fact they aid the traditional methodologies, to help
students learn the concepts better.
Eroctor et al. /%&&%1, conducted a case study on a student from a year 5 class,
approximately '%7') year old, who had difficulty grasping the concept of fractions and kept
making repeated mistakes. Computer7 based and non7computer7based activities involving
fractions were combined which helped the student clear his misconceptions and understand
the concept better. Collaborative learning and moving back and forth between concrete and
virtual tools seemed to be the factor, which helped the student succeed in his attempt to
understand fractions. This case study goes to show the efficacy of computer technology as an
aide to learning for students and has motivated researchers and pedagogists to explore good
computer7 based mathematical manipulatives and interactive learning tools for students in
elementary and middle school levels to help them bridge the gap between abstraction and
concrete mathematics.
(ne of the most engaging ways to make learning interesting and at the same time
useful for students is to inculcate learning in the fun activities they do. "n the current age of
digitalization, studies showed that digital games were the activity children spend most of their
free time on. :ence utilizing digital game7 based learning for fractions seems to be an
effective approach. 4efore we venture deeper into this topic, we present a brief overview of
digital gaming, its benefits, and how they can be exploited to enhance learning.
The digital gaming was introduced in the '95&-s with Eong /The "nternational $rcade
<useum, '99+1 and has been growing exponentially since then and it is forecasted that video
game industry to reach F5& billion by %&'+ /6FC "ntelligence, %&'&1. The interest that today-s
children have towards video games is quite what we hope they have the same level of interest
for school. They are competitive, inquisitive, motivated, persistent and seek out new
information when it comes to playing video games. The approximate time spent by an
average $merican on video games, by the time they turn %' is around '&,&&& hours /Erensky
%&&)1. Researchers and teachers try to inculcate this same enthusiasm towards school and
learning. :ence the ideology for combining learning with digital games was formulated.
Bhat may seem to the untrained eye, as flying airplanes, driving fast cars, being
theme park operators or warriors on a battlefield, to the trained eye there is a lot more to it.
0aming indirectly teaches you things like inculcating information from various sources as
rapidly as possible and help in decision making. "t also enhances collaboration in multiplayer
games and overcoming obstacles to understand complex systems through experimentation.
<ultiple studies have consistently found that games promote learning andAor reduce
instructional time across multiple disciplines and ages /;zczurek '9*%1.
The study by Gebritchi et al. /%&'&1 explains the other benefits of using computer
tools for learning mathematics. The computer games are effective in helping children
understand complex mathematical concepts because they are more action oriented than
explanation oriented. <oreover, the points earned in a game or the level reached tend to offer
personal motivation to the children, encouraging them to perform better. These games
accommodate children with various learning styles and levels of mastery and teach them
interactive decision making corresponding to the context.
2.1 APPLE iOS
i(; stands for $pple>s mobile (perating ;ystem /(;1. "nitially it was created for #ust
iEhone environment, but later it was also used for iEod Touch, iEad, and %nd generation
$pple T8. The initial i(; version was released on Hune %9, %&&9 and the latest version i(;
@.) was released on <arch 9, %&'' /4roughall, %&'&1. i(; controls the mobile device
hardware components and provides the (; software to run i(; software applications.
i(; and <ac (; I use a common heritage. i(; is a Jnix operating system by its
nature. $t the highest level, i(; acts as an intermediary between the underlying hardware and
the applications that run. $pplications communicate with the hardware through a set of well7
defined system interfaces. The provided abstraction enables the applications to run without
being effected by hardware changes /$pple, %&'&1.
The i(; development and deployment mobile platform is selected for our work. The
i(; platform currently consists of the iEad, iEod touch, and iEhone mobile devices. There are
many reasons why the i(; is the best platform for our research work. ;ome of them are listed
below in no particular order.
'. i(; mobile devices are powerful handheld computers that provide computing
capabilities similar to laptop and desktop computers.
%. <any G7'% students are already familiar with iEod touch as well as other handheld
devices for playing games and listening to music.
). i(; mobile devices provide a well7human engineered user interface with the state7
of7the7art multi7 touch technology.
@. =ach i(; mobile device contains the Bi7Fi /"=== *&%.'' bAgAn1 antenna for
immediate wireless access to educational information, resources, and software
over the "nternet.
+. (ne unified online store, $pple $pp ;tore, is used to distribute i(; software
applications /apps1 to millions of students, teachers, and others worldwide. The
$pple $pp ;tore has become the world-s largest mobile application platform with
over )+&,&&& apps and '& billion downloads as of Hanuary %&'& KRosoff %&''L.
.. $pple "nc. reviews each developed i(; application, which is submitted to the $pp
;tore, and after application approval, the app becomes available to the public on
the $pp ;tore. ;uch approval process increases the user confidence in app quality
such as trustability, security, privacy, and usability..
5. The i(; platform requires signed code and enforces strict sand7boxing for each
deployed application and provides hardware encryption for i(; devices which
provide high security.
*. =ach i(; device provides an accelerometer /)7axis motion sensor for detecting
i(; device orientation and shaking1 and iEod touch @0 and iEhone @ both provide
a gyroscope /)7axis for measuring or maintaining orientation1. The accelerometer
and gyroscope enable the development of more effective games for educational
purposes.
9. $ll i(; devices except iEhone %0 and iEod Touch first generation support latest
version of i(;.
'&. =ach i(; device provides a built7in microphone /voice recorder1 and iEod touch
@0 and iEhone @ provide a picture camera and front and back video cameras. The
rich and integrated multimedia capabilities of the i(; platform enable the creation
of more effective learning environments.
''. i(; mobile devices are affordable /e.g., iEod touch @0 )%04 for F%99, iEad Bi7Fi
'.04 for F@991
'%. ;tudents who own an i(; device can continue their learning at home and on the
move using the educational software apps on i(; devices.
'). Jsing an i(; mobile device for learning purposes generates a sense of ownership
by the student, puts control in the hands of the learner, and helps to bridge the gap
between institutional and personal learning.
2.2 FRACTION GAMES ON THE APP STORE
"n the $pple $pp ;tore, more than %+ iEhone and 5 iEad apps focus on
teachingAlearning fractions. These apps are designed to perform various fraction operations
like addition, subtraction, multiplication and division /$pple, %&''1.
$round %& iEhone and . iEad apps focus on the basics of fractions using the pie
approach to teach the basic concept of fractions, proper fractions and improper fractions,
mixed numbers and converting mixed numbers into the improper fractions /$pple, %&''1.
2.3 SLICE FRACTION GAMES APPLICATION
;lice Fractions is a fun physics puzzle game that also happens to teach you about
fractions. Gids will slice through ice and lava to clear a mammoth-s path /Jlulab, %&'@1.
Chilledu /%&'@1 reviewed that this game carefully helps build confidence in the concept by
encouraging players to slice lava andAor ice block to allow the intrepid young mammoth
continue its #ourney. Elayers do not see any numerics until the second world, allowing time to
get accustomed to the numerical representation of fractions. Elenty still happens during those
early levels as the app introduces concepts such as Meven splitting> /J;$ common core
%.0.$.% and %.0.$.)1AsharingAdividing. The game covers the following fraction conceptsN
Eart7whole partitioning3 numerator A denominator notation3 equivalent fractions3 fraction
ordering3 and subtracting fractions from '. The app is well7constructed, well7designed, and
the execution through the levels is very well considered, suiting young learners at all stages of
primary education.
3.0 METHODOLOGY
This is a quantitative study using survey design. Researcher has selected quantitative
studies as it can yield discoveries of the sample in this study more accurately reflects the
overall population from which the sample was taken /8ander;toep and Hohnson, %&&91. "t is
also a systematic process for obtaining quantifiable information about phenomena or issue
analysed /Freankel and Ballen, '99)1. Ouantitative data is also easily analyzed using
statistical method analysis /2itosseliti, %&'&1. Ouantitative studies rely on measurements to
compare and analyze various construct. Ouantitative study also analyzed the range of number
and number concept may be analyzed using descriptive and inferential statistics /4less P
:igson7;mith, %&&&1. This study used survey design method completely. This study were
conducted to %& respective teachers> in ;G ;$"?T H(;=E:.
3.1 INSTRUMENT
"nstrument that were used in this study were adapted from 8incent /%&'&1 =ducational $pp
=valuation Rubric which focus on '1 curriculum connections, %1 authenticity, )1 feedback, @1
differentiation, +1 user friendliness, and +1 motivation. The rationale for each of these criteria
is presented belowN
Cui!u"u# C$%%&!'i$%( Q "n a school setting, given the very limited amount of time
we have with our students each school day, maximizing the use of instructional time is
essential. Finding meaningful reinforcement and extension activities for children when they
are not engaged in direct instruction with the teacher presents a challenge. The younger the
student, the more challenging it is to find meaningful activities they can do independently.
Jsing the rubric, the reviewer is asked to determine how strongly the app correlates to
a targeted skill or concept from their curriculum. The stronger the curriculum connection, the
higher the app will the score on the rubric. "n my experience apps that target math concepts
and skills are generally easiest to align with a school system>s curriculum. There are also
many quality reading apps that provide students with practice on a wide variety of reading
levels. Ouality apps that target science and social studies are harder to find given the very
specific nature of content related to these units, but they do exist.
For example, in the app, ;lice Fraction, the computation process is aligned with the
methodology used in many classrooms to teach the fraction. The app uses color coding as it
walks users through each step in the process.

Au')&%'i!i'* Q The authenticity criterion addresses the quality of the practice
experiences provided to the user when using the app. $ddressing the criterion of authenticity,
the reviewer is asked to examine how effectively the app embeds authentic learning
experiences. $uthenticity is defined as the extent students are engaged in genuine learning
problems that help them connect new learning with their prior knowledge. $uthenticity can
range from the application of specific math skills in response to a real life problem, to sim!
type activities found in a number of popular games.
<any of the early educational apps involved rote practice activities. Fortunately,
more app developers are beginning to understand the importance of authenticity in learning
experiences for students when engaged with an app. $s one might expect, this particular
criterion is the most difficult for apps to receive the highest score on the rubric.

F&&+,-!. Q "n order to improve one>s performance is any arena, constructive and
timely feedback is critical. $ssuming some apps will involve application or reinforcement of
skills away from the direct supervision of the teacher, the quality of feedback provided to the
child can make or break an app>s effectiveness. $ simple beep or buzz following incorrect
responses will do little to improve performance and in many cases can serve to decrease
student motivation. =ffective feedback includes branching based on students> responses and
attending to the partially correct answer, that is, feedback that serves to redirect students
toward the correct response. ;ome apps are capable of providing similar items to the one
missed, simplifying the skill, or providing hints to students to improve their performance.
$ second component of feedback involves the data available to the student and the
teacher that summarizes the student>s performance. This feedback can allow students to chart
their own progress over time, a powerful motivator for many children. This data can help
teachers make instructional decisions based on students> progress, and can contribute to the
identification of other appropriate apps to meet students> needs. Bhile many apps have
increased the effectiveness of the feedback provided to the user, the data reporting piece is an
area to which developers of educational apps need to pay increased attention.
Di//&&%'i-'i$% Q The ability to set the level of difficulty or target specific skills for
individual children increases the usefulness of the app as an instructional tool. :aving
control over the settings of the app to individualize instruction increases the likelihood of a
students> success, which in turn increases their motivation. For example, a math app that
allows the teacher to control the number or complexity of factors or operations students are
asked to manipulate in the app increases its application across a larger pool of students. "n
reading, some apps provide accommodations for children who have difficulty with the level
of the text. :aving the text highlighted andAor read aloud is a helpful feature for struggling
readers. $pps that provide the teacher with greater flexibility will receive higher scores on the
rubric.
U(& Fi&%+"i%&(( Q This criterion could also be thought of as ease of use. Jser
friendliness is determined by the level of support needed for a child to be able to use an app
effectively. The more independently a child is able to launch and use an app intuitively, the
higher is the level of user friendliness and the higher is the score on the rubric. Factors that
can contribute to user friendliness include the option to have content or directions read aloud,
color coding and step by step sequencing in math apps, and student control allowing for the
user to customize the level of difficulty of the app.
S'u+&%' M$'i0-'i$% Q $ highly rated app is of little value in the absence of students
who are motivated to use it. 4oth mass and distributed practice is needed in order to attain
mastery of any concept or skill. "f students are bored quickly with an app, motivation will
certainly suffer. ?ovelty, the level of success a student experiences, and the quality of the
interface all contribute to student motivation. $ useful indicator in determining the level of
student motivation is the frequency with which students choose to use particular apps on their
own.
1.0 RESULTS AND DISCUSSION
Figure '
Figure ' showed the frequency result based on the teachers feedbacks. '@ teachers
agreed that the ;lice Fraction game apps>s has a strong connection to the purpose for the app
and appropriate for the student. '. teachers agreed that the app offers complete flexibility to
alter content and sellings to meet student needs while all the teachers agree that the app
provided feedback to the students but not a specific feedback. $s for thinking skills, all the
teacher agreed that the app encoyrages the use of higher order thinking skills including
creating, evaluating, and analyzing. The apps is also a user friendly as the total of teachers
agreed that student can launch and operate the app independently without the guide of the
teacher. Teachers also found that the app highly motivated the students to used the app
without directed by the teachers were all the teachers agreed with this statement. 2astly all the
teachers found that the performance data or student product is available in app but exporting
is limited and may require a screenshot.
4 3
Figure%
(verall result on the average of each teachers> feedback on ;lice Fraction games apps
as shown in Figure % resulted that the teachers found the ;lice Fraction games application is
appropriate with the target math faction concepts and skills are generally easiest to align with
a school system>s curriculum. The $pp also effectively embeds authentic learning
experiences. "t is also easy for the student to alter the content by increasing or decreasing the
level of difficulties in fraction. $s for feedback, it showed that the app provided feedback but
not specifically. The teachers also found that the app helps students in enhanced their thinking
skills while user friendly that make it easier for the students to conduct the app. ;tudents were
found highly motivated on using this app without teachers observation. 2astly, the app
provide students performanced but limited in exporting it for teachers references.
2.0 CONCLUSION
This study describes the implementation of a digital game, called ;lice Faction, which
provides a game7based innovative approach for teaching fractions to primary school students.
The currently available digital games mainly focus on either part7whole concept or fraction
operations and do not use any nonconventional techniques to teach the fundamentals of
fractions. The ;lice Faction game has overcome this limitation by using the concept of
splitting operation to teach improper fractions.
For an educational game to be successful, apart from emphasizing the learning, it
should be entertaining, as well as engaging for students to truly benefit from it. Be aimed to
achieve this amalgamation by designing a game for $pple i(; mobile devices, which uses
advanced graphics, multi7touch technology, and well7designed game interface to help
students learn the concept of fractions in an en#oyable manner with sustained interest.
The ;lice Fraction game is developed as a universal application to run on all i(;
devices, i.e., iEad, iEhone, and iEod touch. =valuation of the ;lice Fraction game revealed
that it possesses most of the desired features a good game should have. "t has clear ob#ectives
and well7defined simple rules, which result in straightforward outcomes. The game provides
the user with an interactive, realistic and relevant environment. The ;lice Fraction game
makes the learning experience en#oyable by providing real life situations, which help the
student gain hands7on learning experience.
REFERENCE
'. $pple /%&'&a1, i(; (verview,!
httpNAAdeveloper.apple.comAlibraryAiosARreferencelibraryA0etting;tartedAJR2SiEhoneS(;
S(vervi ewASindex.html,%)AAappleSrefAdocAuidATE@&&&5+9%
%. $pple /%&'&b1, Cocoa Fundamentals 0uideN Bhat "s CocoaT!
httpNAAdeveloper.apple.comAlibraryAiosARdocumentationACocoaAConceptualACocoaFundam
entalsAB hat"sCocoaABhat"sCocoa.html
). $pple /%&'&c1, Tools for i(; 6evelopment,!
httpNAAdeveloper.apple.comAlibraryAiosARreferencelibraryA0etting;tartedAJR2SToolsSforSi
EhoneS (;S6evelopmentASindex.html,%)AAappleSrefAdocAuidATE@&&&5+9)
@. $pple /%&'&d1, "ntroducing Jniversal $pplications for iEhone (;,!
httpNAAdevimages.apple.comAiphoneAresourcesAintroductiontouniversalapps.pdf
+. $pple /%&''1, iTunes $pp ;tore,! httpNAAitunes.apple.comAus
.. 4alci, (. /'99*1, 8erification, 8alidation, and Testing!, "n The :andbook of
;imulation, H. 4anks, =ditor, Hohn Biley P ;ons, ?ew Uork, ?U, $ugust, Chapter '&,
pp. ))+7)9).
5. 4alci, (. /%&''a1, i(; ;oftware =ngineering Course Bebsite,! Course ?otes,
httpNAAmanta.cs.vt.eduAcs@9*@
*. 4alci, (. /%&''b1, ;oftware =ngineering 2ife Cycle,! Course ?otes,
httpNAAmanta.cs.vt.eduAcs@9*@
9. 4oulet, 0. /'99*1, 6idactical "mplications of Children>s 6ifficulties in 2earning the
Fraction Concept,! Focus on 2earning Eroblems in <athematics, %&/@1, '97)@.
'&. 4rainE(E /'9991, $nimated =ducational ;ite for Gids 7 ;cience, ;ocial ;tudies,
=nglish, <ath, $rts P <usic, :ealth, and Technology,! httpNAAwww.brainpop.comA
''. 4roughall ?. /%&'&1, The :istory of i(;,! httpNAAwww.gizmodo.com.auA%&'&A&9Athe7
history7of7iosA
'%. 4ruce, C., and Ross, H. /%&&51, Conditions for =ffective Jse of "nteractive (n7line
2earning (b#ectsN The case of a fractions computer7based learning sequence,! =lectronic
Hournal of <athematics and Technology ) /'1.
'). 4ruce, C.6., and Ross, H. /%&&91, Conditions for =ffective Jse of "nteractive (n7line
2earning (b#ectsN The Case of fractions computer based learning sequence,! =lectronic
Hournal of <athematics and Technology ) /'1, Trent Jniversity.
'@. 6avis, 0., :unting, R.E., and Eearn, C. /'99)1, Bhat <ight a Fraction <ean to a Child
and :ow Bould a Teacher GnowT! The Hournal of <athematical 4ehavior '% /'1, .)75..
'+. 6FC "ntelligence /%&''1, 6FC "ntelligence Forecast Borldwide 0ame <arket to Reach
F5& 4illion by %&'+,! httpNAAwww.dfcint.comAwpATpV%55
'.. =nglish, 2., and :alford, 0. /'99+1, <athematics =ducationN <odels and Erocesses,!
2awrence =rlbaum $ssociates, <ahwah, ?H.
'5. Feng, G., Chang, 4., 2ai, C. and Chan, T. /%&&+1, HoyceN $ <ulti7Elayer 0ame on (ne7
on7(ne 6igital Classroom =nvironment for Eracticing Fractions,! "n Eroceedings of the
Fifth "=== "nternational Conference on $dvanced 2earning Technologies /"C$2T>&+1,
pp. +@)7+@@.
'*. 0oogle /%&''a1, Bhat is $ndroidT! httpNAAdeveloper.android.comAguideAbasicsAwhat7is7
android.html
'9. 0oogle /%&''b1,!$ndroid ;oftware 6evelopment Git Tools,!
httpNAAdeveloper.android.comAguideAdevelopingAtoolsAindex.html
%&. 0ould, E., (uthred, 2., and <itchelmore, <. /%&&.1, (ne7Third is Three Ouarters of
(ne7:alf,! "n Eroceedings of the %&&. <eeting of the <athematics =ducation Research
0roup of $ustralia /<=R0$1, $ustralia, pp. %.%7%.9.
%'. 0rillo, H.$., 2atif 6.$., and ;tolte, ;.G. /%&&'1, The Relationship 4etween
Ereadmission "ndicators and 4asic <ath ;kills at a ?ew ;chool of Eharmacy,! $nnals of
Eharmacotherapy, pp. '.+.
%%. :asemann, G. /'9*'1, (n 6ifficulties with Fractions,! =ducational ;tudies in
<athematics '%, 5'7*5.
%). :ewlett7Eackard 6evelopment Company /%&'&a1, (verview of web(; Q :E web(;
Center,! httpNAAdeveloper.palm.comAindex.phpT
optionVcomScontentPviewVarticlePidV'5.'
%@. :ewlett7Eackard 6evelopment Company /%&'&b1, ;oftware 6eveloper Git /;6G1,!
httpNAAdeveloper.palm.comAindex.phpT
optionVcomScontentPviewVarticlePidV'5.'PlimitstartV@
%+. Gairer, R. /%&&91, 6igging Through the 2atest web(; 6eveloper 6etails,!
httpNAAwww.palminfocenter.comAnewsA9.9+Adigging7through7the7latest7webos7developer7
detailsA
%.. Ge, F. /%&&*1, $ Case ;tudy of Computer 0aming for <athN =ngaged 2earning from
0ameplayT,! Computer P =ducation, pp. '.&97'.%&.
%5. Gebritchi, <., :irumi, $., and 4ai, :. /%&'&1, The =ffects of <odern <athematics
Computer 0ames on <athematics $chievement and Class <otivation,! Computers P
=ducation ++, @%57@@).
%*. Gong ;. C. /%&&*1, The 6evelopment of a Cognitive Tool for Teaching and 2earning
Fractions in the <athematics ClassroomN $ 6esign74ased ;tudy,! Computers P
=ducation +' /%1, **.7*99.
%9. Grazit T. /%&''1, Ealm Calls it a Comeback with the Ealm Ere,!
httpNAAnews.cnet.comApalm7calls7it7a7 comeback7with7the7palm7preA
)&. 2ee 2.U. /%&&*1, =ducational 0ame Themes of a Fraction 4rick 0ame,! "n Eroceedings
of $scilite <elbourne, <elbourne, $ustralia.
)'. 2emke, H. /'99*1, <ultiplying <eaningN 8isual and 8erbal ;emiotics in ;cientific
Text,! "n Reading ;cience, Routledge, 2ondon, =ngland, pp. *57'').
)%. 2ipkus, ".<., ;amsa, 0., and Rimer, 4.G. /%&&'1, 0eneral Eerformance on a ?umeracy
;cale $mong :ighly =ducated ;amples,! <edical 6ecision <aking %', )57@@.
)). 2uke, $., <atters, 0., :erschell, E., 0race, ?., 4arrett, R., and 2and, R. /%&&&1, The
?ew 4asics,! =ducation Oueensland, 4risbane, $ustralia.
)@. <icrosoft /%&'&a1, Bindows Ehone 5 "nteroperability :ome,!
httpNAAwindowsphone.interoperabilitybridges.comAarticlesAchapter7'7windows7phone757
platform7 introduced7to7iphone7application7developers
)+. <icrosoft /%&'&b1, Bindows Ehone $pplication Elatform $rchitecture,!
httpNAAchannel9.msdn.comAeventsA<"IA<"I'&AC2'*
).. <icrosoft /%&''1, $pplication Elatform (verview for Bindows Ehone,!
httpNAAmsdn.microsoft.comAen7 usAlibraryAff@&%+)'/vV8;.9%1.aspx
)5. <<=$0 /%&&'1, "E<$ ReportN $n "nternational Comparative ;tudy on the Teaching
and 2earning of <athematics in Erimary ;chools,! <athematics P <athematics
=ducation $cademic 0roup, ?ational "nstitute of =ducation, ;ingapore.
)*. ?aiser, =.$., Bright, =., and Capraro, R.<. /%&&@1, Teaching FractionsN ;trategies
Jsed for Teaching Fractions to <iddle 0rades ;tudents,! Hournal of research in
childhood education '* /)1, '9).
)9. ?CT< /%&''1, Calculation ?ationN Challenge other, Challenge yourself,! ?ational
Council of Teachers of <athematics, httpNAAcalculationnation.nctm.orgA
@&. ?okia /%&''1, ;ymbian Elatform Q ;ymbian (verview,!
httpNAAwww.forum.nokia.comA6evicesA;ymbianA
@'. ?orton, $. /%&&*1, Hosh-s (perational Con#ecturesN $bductions of a ;plitting (peration
and the Construction of ?ew Fractional ;chemes,! Hournal for Research in <athematics
=ducation )9 /@1, @&'7@)&.
@%. ?orton, $., and Bilkins, H.2.<. /%&&91, $ Ouantitative $nalysis of Children-s ;plitting
(perations and Fraction ;chemes,! Hournal of <athematical 4ehavior %*, '+&7'.'.
@). (racle /%&'&a1, Hava <= Technology,!
httpNAAwww.oracle.comAtechnetworkA#avaA#avameAtechAindex.html
@@. (racle /%&'&b1, Three Reasons Bhy Uour ?ext Hava <= <obile $pplication ;hould
"nclude HavaFI <obile,!
httpNAA#ava.sun.comAdeveloperAtechnical$rticlesA#avameA#avafxmobile7#avameA
@+. (racle /%&'&c1, Hava <= ToolsN The ;tate of the Jnion, O% %&&9,!
httpNAA#ava.sun.comAdeveloperAtechnical$rticlesA#avameAstateoftheunionA
@.. Erensky, <. /%&&)1, 6igital 0ame 4ased 2earningN =xploring the 6igital 0eneration,!
=ducational Technology, J.;. 6epartment of =ducation.
@5. Eroctor, R.<.H., 4aturo, $.R., and Cooper, T.H. /%&&%1, "ntegrating Concrete and 8irtual
<aterials in an =lementary <athematics ClassroomN $ Case ;tudy of ;uccess with
Fractions,! "n Eroceedings of the $ustralian Computers in =ducation Conference
/$C=C1, :obart, $ustralia.
@*. Reimer, G., and <oyer, E.;. /%&&+1, Third70raders 2earn about Fractions Jsing 8irtual
<anipulativesN $ Classroom ;tudy,! Hournal of Computers in <athematics and ;cience
Teaching %@ /'1, +7%+.
@9. Research "n <otion /%&''a1, 4lack4erry 7 4lack4erry .,!
httpNAAus.blackberry.comAdevelopersAblackberry.A
+&. Research "n <otion /%&''b1, 4lack4erry 7 Tablet (; 7 Calling $ll $pps for the
4lack4erry Tablet (;,! httpNAAus.blackberry.comAdevelopersAtabletA
+'. Research "n <otion /%&''c1, 4lack4erry 7 6evelopment $pproaches,!
httpNAAus.blackberry.comAdevelopersAstartedAbbdevapproach.#sp
+%. Reyna, 8.F., and 4rainerd, C.H. /%&&51, The "mportance of <athematics in :ealth and
:uman HudgmentN ?umeracy, Risk Communication, and <edical 6ecision <aking,!
2earning and "ndividual 6ifferences '5, '@57'+9.
+). Rosoff, <. /%&''1, The :ugeness of '& 4illion $pps,!
httpNAAwww.businessinsider.comAthe7hugeness7of7 '&7billion7apps7%&''7'
+@. ;teffe, 2.E. /%&&@1, (n the Construction of 2earning Tra#ectories of ChildrenN The Case
of Commensurate Fractions,! <athematical Thinking and 2earning . /%1, '%97'.%.
++. ;uh, H., <oyer, E.;., and :eo, :. /%&&+1, =xamining Technology Jses in the
ClassroomN 6eveloping Fraction ;ense Jsing 8irtual <anipulative Concept Tutorials,!
Hournal of "nteractive (nline 2earning ) /@1, '7%%.
+.. ;ymbian ;oftware 2td. /%&&+1, ;ymbian (; and the ;.& and J"O <obile Ehone
Elatforms,! httpNAAlibrary.forum.nokia.comAindex.#spT
topicVA;.&S+thS=ditionSCppS6evelopersS2ibraryA0J" 67)+%%*+@%7*C9+7@*@97$5)F7
%4@F&*%F&C@@AsdkAdocSsourceA?ew;tarterA'7basics.html
+5. ;zczurek, <. /'9*%1, <eta7$nalysis of ;imulation 0ames =ffectiveness for Cognitive
2earning,! Eh6. 6issertation, "ndiana Jniversity, 4loomington, "ndiana.
+*. The "nternational $rcade <useum /'99+1, "nternational $rcade <useum,!
httpNAAwww.arcade7 museum.comAgameSdetail.phpTgameSidV9&5@
+9. Turtiainen, =., 4lignaut, ;., =ls, C., 2aine, T.:., and ;utinen, =. /%&&91, ;tory74ased
JFractions <obile 0ame in ;outh $fricaN Contextualization Erocess and
<ultidimensional Elaying =xperiences,! "n Eroceeding of the ;econd Borkshop ;tory
Telling and =ducational 0ames, ;outh $frica.
.&. Jtah ;tate Jniversity /'9991, ?ational 2ibrary of 8irtual <anipulatives,!
httpNAAnlvm.usu.eduA
.'. Dbiek, <. /'99*1 Erospective Teachers> Jse of Computing Tools to 6evelop and
8alidate Functions as <athematical <odels,! Hournal for Research in <athematics
=ducation %9 /%1, '*@7%&'.