Mar
13
Virtual Manipulatives-Tools of the Trade?
Posted by: flick | March 13, 2012 | Leave a Comment
Srinivasan, Plamer, Brooks, and Fowler (2006) suggest, “To novices (students) . . . anything other than the real system is perceived as fake” (p. 140). My colleague and I questioned, how this finding might apply to the use of virtual manipulatives in the math and science classroom. Would learner attitude influence the effectiveness of digital manipulatives as tools? Should such tools be used sparingly, only in the absence of the real thing, or in combination with them?
Our fears were relieved as multiple sources provided evidence that increased engagement, motivation, and conceptual understanding can be achieved through the use of virtual math manipulatives (Crawford and Brown, (2003), Reimer and Moyer, (2005)). Research supported the use of digital math manipulatives as a tool to provide an interactive environment with immediate feedback. Suh and Moyer-Packenham (2007), were persuasive in their views of using digital manipulatives to reduce the cognitive load for the learner allowing the learner to focus on the process and on constructing meaning.
It is critical that teachers choose technology based resources that facilitate beyond drill and practice and that can be employed in purposeful pedagogy and in a constructivist learning process and that facilitate and enhance critical thinking and student centered learning. Such affordance to support meaningful learning is not inherent in digital manipulatives. The selection of resources requires the professional judgment of the teacher digital or not.
Our own experiences in the classroom have confirmed for us the advantages listed by Burns (2001a as stated by Crawford and Brown, 2003).
•Manipulatives help make abstract ideas concrete.
•Manipulatives build learner confidence and enable them to easily test and confirm their reasoning.
•Manipulatives are useful tools for solving problems.
•Manipulatives make learning math interesting and enjoyable.
We developed an integrated math and science learning opportunity. A virtual manipulative resource was chosen. Simply titled, Virtual Manipulatve, the resource is intuitive, comprehensive, attractive, and easily adapted to a wide range of grade levels, strands, and concepts. Virtual representations of the commonly found “hands on” classroom manipulatives are included.The learning possibilities with this manipulative are endless. The primary purpose of the manipulative is to offer concrete visualization of mathematical concepts that will lead towards understanding of the mathematical concepts as defined by learning objectives.
A lesson was developed (Grade 3/Shape and Space/2D Shapes and 3D Objects) in which students were asked to sort objects using one or two attributes. Included in this activity are opportunities for students to:
•use Technology in a collaborative learning environment. •Generate a demonstration of their understanding of 3D objects and their attributes.
•Evaluate their understanding in discussion and sharing with other students
•Modify their original mental models. Students were then given the opportunity to locate and digitally record examples of 3D objects used in structures (Grade 3/Physical Science).
It cannot be assumed that all teachers include concrete math manipulatives when facilitating mathematical conceptual understanding. Virtual Manipulatives could be employed in student and teacher learning opportunities. As educational leaders within our districts, we see opportunities to use this resource with teachers to deepen mathematical understanding and enhance pedagogical practice. As teachers in classrooms where digital tools such as document cameras, smart boards, computers, notebooks, and personal devices are increasingly available this resource will be a valuable tool in daily practice.
References:
Crawford, C. & Brown, E. (2003). Integrating Internet-based Mathematical Manipulatives Within a Learning Environment. Journal of Computers in Mathematics and Science Teaching. 22(2), 169-180.
Reimer, K., & Moyer, P.S. (2005). Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study. Journal of Computers in Mathematics and Science Teaching. 24(1), 5-25.
Srinivasan, S., Perez, L. C., Palmer,R., Brooks,D., Wilson,K., & Fowler. D. (2006). Reality versus simulation. Journal of Science Education and Technology, 15 (2), 1-5.
Suh, J.,& Moyer-Packenham, P. (2007) The application of dual coding theory in multi-representational virtual mathematics enviroments. Retrieved March 9th, 2012 from http://www.emis.de/proceedings/PME31/4/208.pdf