Abstract:Article HistoryReceived: 17 February 2015The purpose of this study was to explore the relationship between instructional modality used for teaching fractions and third-and fourth-grade students' responses and strategies to open-response fraction items. The participants were 155 third-grade and 200 fourth-grade students from 17 public school classrooms. Students within each class were randomly assigned to two instructional treatment groups: a virtual manipulatives representations (VMR) instruction group and a p… Show more
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