Virtual manipulatives for mathematics
Virtual manipulatives for mathematics are digital representations of physical mathematics manipulatives used in classrooms.{{Cite journal|last=Moyer|first=P.S.|date=2002|title=What are Virtual Manipulatives?|journal=Teaching Children Mathematics|volume=8|issue=6|pages=372–377|doi=10.5951/TCM.8.6.0372}} The goal of this technology is to allow learners to investigate, explore and derive mathematical concepts using concrete models.{{Cite journal|last=Carbonneau|first=K.J.|date=2013|title=A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives.|journal=Journal of Educational Psychology|volume=105|issue=2|pages=380–400|doi=10.1037/a0031084}}{{Cite book|last=Silva R., Costa C., Martins|first=F.|chapter=Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics |date=2021|title=Technology and Innovation in Learning, Teaching and Education|chapter-url=https://doi.org/10.1007/978-3-030-73988-1_6.|series=Communications in Computer and Information Science|volume=1884|pages=75–89|doi=10.1007/978-3-030-73988-1_6|isbn=978-3-030-73987-4|s2cid=234959877}}
Common manipulatives include base ten blocks, coins, 3D blocks, tangrams, rulers, fraction bars, algebra tiles, geoboards, geometric planes, and solid figures.
Use in special education
Virtual math manipulatives are sometimes included in the general academic curriculum as assistive technology for students with physical or mental disabilities.{{Cite journal|last1=Bouck|first1=Emily C.|last2=Anderson|first2=Rubia D.|last3=Long|first3=Holly|last4=Sprick|first4=Jessica|date=2021-02-26|title=Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities|url=https://doi.org/10.1177/0040059921994599|journal=TEACHING Exceptional Children|volume=54|issue=3|language=en|pages=178–190|doi=10.1177/0040059921994599|s2cid=233907400|issn=0040-0599|url-access=subscription}} Students with disabilities are often able to still participate in activities using virtual manipulatives even if they are unable to engage in physical activity. {{Cite journal |last1=Satsangi |first1=Rajiv |last2=Hammer |first2=R. |last3=Evmenova |first3=A. |date=2018 |title=Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities |journal=Learning Disabilities Research & Practice |volume=33 |issue=2 |pages=99–111 |doi=10.1111/ldrp.12166 |s2cid=149871579}}{{Cite journal |last1=Satsangi |first1=Rajiv |last2=Miller |first2=Bridget |date=2017 |title=The Case for Adopting Virtual Manipulatives in Mathematics Education for Students with Disabilities |url=https://eric.ed.gov/?id=EJ1155980 |journal=Preventing School Failure |language=en |volume=61 |issue=4 |pages=303–310 |doi=10.1080/1045988X.2016.1275505 |issn=1045-988X |s2cid=152099008|url-access=subscription }}
Further reading
- Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2000). What are virtual manipulatives? [Online]. Teaching Children Mathematics, 8(6), 372-377. Available: [http://my.nctm.org/eresources/article_summary.asp?URI=TCM2002-02-372a&from=B - My NCTM]
- Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children's use of virtual manipulatives and other forms of mathematical representations. In W. J. Masalaski & P. C. Elliot (Eds.), Technology-Supported Mathematics Learning Environments (pp. 17–34). Reston, VA: National Council of Teachers of Mathematics.
- Ortiz, Enrique (2017).Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning. Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST): The Journal (Technology), 3, pp. 1–14. Retrieved from [http://www.k-12prep.math.ttu.edu/journal/3.technology/volume.shtml Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal -- Volume 1]. pdf:[http://www.k-12prep.math.ttu.edu/journal/3.technology/ortiz01/article.pdf]
- Ortiz, Enrique, Eisenreich, Heidi & Tapp, Laura (2019). Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers. International Journal for Mathematics Teaching and Learning, 20(1), 62-84. Retrieved from [https://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/116 Physical and Virtual Manipulative Framework Conceptions of Undergraduate Pre-service Teachers].
External links
- [http://www.k-12prep.math.ttu.edu/journal/3.technology/ortiz01/article.pdf Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning.] or [http://www.k-12prep.math.ttu.edu/journal/3.technology/volume.shtml Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal -- Volume 1]
- [https://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/116 Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers.]