Multimedia-Supported Metaphors for Meaning Making in Mathematics

We examined a number-line metaphor presented using interactive multimedia as a means of helping students build connections between an arithmetic procedure and their existing conceptual knowledge. Elementary school children learned to add and subtract signed numbers through a computer-based multimedia program over 4 training sessions. Participants received 64 example problems presented only in symbolic form (single-representation [SR] group) or in symbolic, visual, and verbal forms (multiple-representation [MR] group). In Experiment 1, compared to the SR group, the MR group (a) showed a larger pretest-to-posttest gain for high-achieving students but not for low-achieving students, (b) showed a greater gain on difficult problems but not easy problems, (c) learned faster during training, and (d) showed a greater pretest-to-posttest reduction in the use of conceptual bugs reflecting conceptually confusion between negative signs and subtraction operators. In Experiment 2, high spatial ability students in the M...

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