Incorporating visual representations, rather than strictly relying on symbolic representations, is a research-based strategy for supporting fraction learning. However, students must also make transitions between visual and symbolic fraction representations to apply the conceptual understanding they gained from visual representations to symbolic…

Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice…

In this paper, the development of the MAR (mobile augmented reality) remedial teaching program is described. It allowed students to manipulate augmented objects through AURASMA app via internet and find leads to solve geometry problems regarding compound-cube-surface area. In order to foster students' spatial abilities, the program provided…