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DeutschVirtual manipulatives for mathematics
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Virtual manipulatives for mathematics are digital representations of physical mathematics manipulatives used in classrooms.[1] The goal of this technology is to allow learners to investigate, explore, and derive mathematical concepts using concrete metaphors.[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
[edit]Virtual math manipulatives are sometimes included in the general academic curriculum as assistive technology for students with physical or mental disabilities.[4] Students can still participate in activities using virtual manipulatives if they are unable to engage in physical activity.
Virtual math manipulatives also do not require any form of physical transportation and as a consequence are sometimes used to assist students who are unable to attend school regularly because of poor health or other difficulties.[5][6]
Further reading
[edit]- Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2000). What are virtual manipulatives? [Online]. Teaching Children Mathematics, 8(6), 372-377. Available: - 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 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
[edit]- 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
[edit]- ^ 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.