Ling Wang

Work place: Department of Teaching and Learning Austin Peay State University, Clarksville, TN 37044, USA

E-mail: wangl@apsu.edu

Website:

Research Interests:

Biography

Ling Wang received her Ph.D. in Literacy Studies from the Middle Tennessee State University, USA. She also holds a M.A. Ed. Degree in Reading from Austin Peay State University, USA and a M.A. degree in Foreign Languages and Applied Linguistics from Shandong University of Finance, China.
She is an Assistant Professor in Education at Austin Peay State University, USA. Her research interest is in educational multimedia, literacy studies, and foreign language acquisition. She has published several refereed journal and conference articles. Dr. Wang is a member of International Literacy Association and she currently serves on the Editorial Boards of Journal of Educational Multimedia and Hypermedia and Journal of Technology and Teacher Education

Author Articles
Development of a Novel Computer Application to Teach Counting in K-2 Classroom using the Unified Process Method

By Jiang Li Ling Wang Lacey L. Williams Christina A. Allanc

DOI: https://doi.org/10.5815/ijmecs.2015.10.01, Pub. Date: 8 Oct. 2015

Classroom teachers of Kindergarten, 1st Grade, or 2nd Grade often use the Hundreds Chart puzzles to teach children the basic mathematical knowledge and skills like counting. Computer programs have been developed to help them to create puzzle sheets by cutting out the numbers, but students still need to solve the puzzles on the printed paper. This study designs and implements a computer application named Hundred Acorn Forest as an instructional method to teach basic counting skills with the Hundreds Chart puzzles using the Unified Process method. The application not only offers an easy way for classroom teachers to create and edit puzzles based on patterns, but also engages students in a unique interactive game play environment, which helps to maintain their interests of learning. In addition, the video playback that demonstrates the process of students solving the puzzle provides classroom teachers valuable information to set up levels of control and consistency that have not been available before.

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