Title: Incorporating concept-based pedagogy into K-8 online mathematics tutorials

Authors: Xiaohong Wang; Harel Barzilai

Addresses: Department of Math and Computer Science, Salisbury University, Salisbury, MD 21801, USA ' Department of Math and Computer Science, Salisbury University, Salisbury, MD 21801, USA

Abstract: One of the primary goals of contemporary K-8 mathematics education is to have children gain a conceptual understanding of mathematics. Teachers and learners of mathematics need to develop content knowledge that includes meaning and clarifies the why as well as how behind mathematical objects and processes into their knowledge processing. However, a preliminary review suggests that drill-based and calculational activities comprise most of online mathematical tutoring software, and only a small proportion a meaning-based (conceptual) approach. In this project, an online mathematics tutoring application is developed with an emphasis on concept-based tutorials. Furthermore, the online mathematics tutorials also incorporate various strategies for performing mathematical operations, which may help children better learn, understand, and retain arithmetic knowledge and skills.

Keywords: elementary math education; concept-based approach; online tutorials; mathematics tutorials; e-learning; electronic learning; online learning; K-8 schools; elementary-middle schools; maths education; United States; USA; conceptual understanding; mathematical concepts; arithmetic knowledge; arithmetic skills.

DOI: 10.1504/IJTCS.2013.053410

International Journal of Teaching and Case Studies, 2013 Vol.4 No.1, pp.70 - 82

Received: 26 Dec 2012
Accepted: 16 Jan 2013

Published online: 28 Jun 2014 *

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