{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1853"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1853","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"How My Practice Of Using Manipulatives In Teaching Multiplying And Dividing Fractions Influences The Students' Conceptual Unders","abstract":"This qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities that included solving problems using various manipulatives. During the activities, I made observations of their problem solving techniques and how they used the manipulatives. At the conclusion of the unit I gave them a post assessment and conducted post interviews to determine any change in their content knowledge and comfort level with using manipulatives. I concluded through my research that by giving the students a hands-on, minds-on approach to learning they were able to develop an understanding of the concepts and apply that knowledge to multiplying and dividing fractions.","abstract_html":"This qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities that included solving problems using various manipulatives. During the activities, I made observations of their problem solving techniques and how they used the manipulatives. At the conclusion of the unit I gave them a post assessment and conducted post interviews to determine any change in their content knowledge and comfort level with using manipulatives. I concluded through my research that by giving the students a hands-on, minds-on approach to learning they were able to develop an understanding of the concepts and apply that knowledge to multiplying and dividing fractions.","abstract_has_math":false,"creators":["Bale, Vickie"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dixon, Juli"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T05:09:25Z","subjects":["Using manipulaitves to teach fractions","Education","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0001068"],"render_values":[{"text":"CFE0001068","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/854","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dixon, Juli"]},{"key":"dc:creator","label":"Author","values":["Bale, Vickie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Masters Thesis (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Using manipulaitves to teach fractions","Education","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0001068"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/854"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

","Master of Education (M.Ed.)","College of Education","Teaching and Learning Principles","K-8 Mathematics and Science Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities that included solving problems using various manipulatives. During the activities, I made observations of their problem solving techniques and how they used the manipulatives. At the conclusion of the unit I gave them a post assessment and conducted post interviews to determine any change in their content knowledge and comfort level with using manipulatives. I concluded through my research that by giving the students a hands-on, minds-on approach to learning they were able to develop an understanding of the concepts and apply that knowledge to multiplying and dividing fractions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["How My Practice Of Using Manipulatives In Teaching Multiplying And Dividing Fractions Influences The Students' Conceptual Unders"]}]}],"canonical_facts":{"dc:contributor":["Dixon, Juli"],"dc:creator":["Bale, Vickie"],"dc:description":["

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

","Master of Education (M.Ed.)","College of Education","Teaching and Learning Principles","K-8 Mathematics and Science Education"],"dc:description.abstract":["This qualitative study examined how my practice of using manipulatives to teach multiplying and dividing fractions to 8th grade students facilitated their conceptual understanding of those operations. The students who participated in the study were enrolled in one of my intensive mathematics classes. Before the lessons began, I interviewed the students and gave them a pre-assessment to determine their content knowledge and comfort level with manipulatives. The students engaged in activities that included solving problems using various manipulatives. During the activities, I made observations of their problem solving techniques and how they used the manipulatives. At the conclusion of the unit I gave them a post assessment and conducted post interviews to determine any change in their content knowledge and comfort level with using manipulatives. I concluded through my research that by giving the students a hands-on, minds-on approach to learning they were able to develop an understanding of the concepts and apply that knowledge to multiplying and dividing fractions."],"dc:format":["application/pdf"],"dc:identifier":["CFE0001068"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/854"],"dc:language":["English"],"dc:subject":["Using manipulaitves to teach fractions","Education","Science and Mathematics Education"],"dc:title":["How My Practice Of Using Manipulatives In Teaching Multiplying And Dividing Fractions Influences The Students' Conceptual Unders"],"dc:type":["Masters Thesis (Open Access)"]},"updated_at":"2026-07-24T05:09:25Z"}