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Virtual manipulatives base ten blocks12/16/2023 ![]() Second-grade students who participated in an intervention using physical manipulatives outperformed those who did not receive the intervention (Liggett, 2017). Students who received instruction using physical algebra tiles outperformed those who only used abstract symbols (Larbi & Mavis, 2016). Studies since this meta-analysis have confirmed the positive effects of manipulative use on academic achievement. Using physical manipulatives produced a small- to medium sized effect on student learning compared to instruction using only abstract symbols (Carbonneau et al., 2013). In a meta-analysis of physical manipulative use in mathematics education, younger children showed an increased benefit from the use of physical manipulatives compared to their older counterparts (Carbonneau et al., 2013). There are a wide variety of physical manipulatives including algeblocks, geometric shapes, base-ten blocks and pattern blocks (Uribe-Flórez & Wilkins, 2017). Many educators have accomplished this by using physical manipulatives. The NCTM ( 2000) called for students to be active participants in their learning. Leaders in mathematics education have long advocated for the inclusion of multiple means of representation when teaching mathematical concepts. The purpose of this study is to gain a deeper understanding of teachers’ experiences with and perceptions of VM after being encouraged to use them over a lengthy period of time during emergency remote teaching (ERT). The studies which have focused on teacher perspectives of VM have mostly followed brief professional development sessions or focused on preservice teachers (Akkan & Cakir, 2012 Lin, 2010 Reiten, 2020). Research on the topic of VM has been largely limited to comparing virtual and physical manipulatives (Suh, 2005 Wang & Tseng, 2018). This revision includes VM that may “(a) appear in many different technology-enabled environments (b) be created in any programming language and (c) be delivered by any technology-enabled device” (Moyer-Packenham & Bolyard, 2016, p.4). Moyer-Packenham and Bolyard ( 2016) updated the definition to include VM within apps and they are now defined as “an interactive technology-enabled visual representation of a dynamic mathematical object, including all of the programmable features that allow it to be manipulated, that presents opportunities for constructing mathematical knowledge.” (p. ![]() ![]() In more recent years this definition has been expanded to include apps for tablets and mobile phones as well. VM have been defined as “an interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (Moyer et al., 2002, p. There is some evidence that teachers who previously did not use VM began using them during emergency remote teaching (ERT) in the COVID-19 pandemic (Schuck & Lambert, 2020). While educators have relied on the use of physical mathematics manipulatives for a long time, the use of virtual manipulatives (VM) is rising in classrooms ((Moyer-Packenham & Bolyard, 2016). Results regarding usage of virtual manipulatives including frequency of use, standards taught, and types used are presented and discussed. The qualitative and quantitative data show that educators feel that VM are a valid and feasible support of mathematics instruction when physical manipulatives are not available. ![]() To achieve this, the researchers conducted an online survey to gather data on educator’s ( n = 103) experiences, perceptions, and usage of virtual manipulatives. experiences with virtual manipulatives following emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. ![]() Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. regarding teacher experiences with and perceptions of virtual manipulatives. While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. ![]()
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