Virtual manipulatives for mathematics
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Virtual math manipulatives are digitally accessed visual representations of concrete mathematic manipulatives.[1] These virtual manipulatives are based on the physical manipulatives used in classrooms. They introduce mathematical concepts using visuals and are used for teaching young students new topics that are more difficult to explain in other ways.[2][3]
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.[4] Where physical manipulation is not possible, either because of motor skill deficiencies or muscular weaknesses, students can still be included in activities using virtual manipulatives. Virtual math manipulatives are also transportable, and can be used to assist in helping students who are unable to attend school regularly because of illness or other difficulties.[5][6]
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: - MyNCTM
- 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 Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal -- Volume 1. pdf:[1]
- 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 Physical and Virtual Manipulative Framework Conceptions of Undergraduate Pre-service Teachers.
External links
- Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning. or Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal -- Volume 1
- Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers.
References
- ^ Moyer, P.S. (2002). "What are Virtual Manipulatives?". Teaching Children Mathematics. 8 (6): 372–377. doi:10.5951/TCM.8.6.0372.
- ^ Carbonneau, K.J. (2013). "A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives". Journal of Educational Psychology. 105 (2): 380–400. doi:10.1037/a0031084.
- ^ Silva R., Costa C., Martins, F. (2021). "Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics". Technology and Innovation in Learning, Teaching and Education. Communications in Computer and Information Science. Vol. 1884. pp. 75–89. doi:10.1007/978-3-030-73988-1_6. ISBN 978-3-030-73987-4. S2CID 234959877.
{{cite book}}: CS1 maint: multiple names: authors list (link) - ^ Bouck, Emily C.; Anderson, Rubia D.; Long, Holly; Sprick, Jessica (2021-02-26). "Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities". TEACHING Exceptional Children. 54 (3): 178–190. doi:10.1177/0040059921994599. ISSN 0040-0599. S2CID 233907400.
- ^ Satsangi, Rajiv; Miller, Bridget (2017). "The Case for Adopting Virtual Manipulatives in Mathematics Education for Students with Disabilities". Preventing School Failure. 61 (4): 303–310. doi:10.1080/1045988X.2016.1275505. ISSN 1045-988X. S2CID 152099008.
- ^ Satsangi, Rajiv; Hammer, R.; Evmenova, A. (2018). "Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities". Learning Disabilities Research & Practice. 33 (2): 99–111. doi:10.1111/ldrp.12166. S2CID 149871579.