A Multiplatform E-learning System for Collaborative Learning: The Potential of Interactions for Learning Fraction Equivalence

The Multiplatform E-Learning System

Researchers have suggested that visualization plays an important role in learning mathematics. Visualization is a “cognitive technology” using visual means, such as visual representations in terms of diagrams or graphs, to “see” abstract concepts and ideas (Arcavi, 2003; Borba & Villarreal, 2005). Visualization encompasses four elements, namely mental images, external representations, visualization processes and visualization abilities. In mathematics, visualization is a process requires the ability to interpret and understand figural information and the ability to conceptualize and translate abstract relationships and nonfigural information into visual terms.

Visualization is considered as a helpful tool for mathematical comprehension because many concepts and processes in school mathematics can be tied to visual representations. By virtue of the concreteness of visual representations, visualization becomes an essential factor for learners to create a sense of self-evidence and immediacy (Arcavi, 2003; Borba & Villarreal, 2005). The integration of visualization with e-learning, which refers to the use of computer technology to access digital resources on the Internet for learning purposes (Holmes & Gardner, 2006), plays a relevant role in this educational context because computer is a rich source of visual and computational images that makes the exploration of mathematical concepts possible. It is suggested that e-learning systems in the nature of computer-based graphical tools are able to support the dialectic reasoning of learners in the mathematics classroom by providing opportunities for exploring hypothetical queries and making mental manipulation of concepts easier (Sedig & Liang, 2006).