International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives
International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives

Author: Patricia S. Moyer-Packenham

Publisher: Springer

Published: 2016-06-21

Total Pages: 344

ISBN-13: 3319327186

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This book explores terminology, frameworks, and research being conducted worldwide on virtual manipulatives. It brings together international authors who provide their perspectives on virtual manipulatives in research and teaching. By defining terminology, explaining conceptual and theoretical frameworks, and reporting research, the authors provide a comprehensive foundation on the study and use of virtual manipulatives for mathematics teaching and learning. This foundation provides a common way for researchers to communicate about virtual manipulatives and build on the major works that have been conducted on this topic. By discussing these big ideas, the book advances knowledge for future research on virtual manipulatives as these dynamic tools move from computer platforms to hand-held, touch-screen, and augmented platforms.

Counting Blocks Or Keyboards?
Counting Blocks Or Keyboards?

Author: Sonya E. Brown

Publisher:

Published: 2007

Total Pages: 39

ISBN-13:

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This study was designed to investigate the impact of using computer-simulated (virtual ) manipulatives and hands-on (concrete) manipulatives on elementary students' learning skills and concepts in equivalent fractions. The researcher's primary interest was whether or not students who used virtual manipulatives would out-perform students who used concrete manipulatives on the researcher/teacher-generated posttest. A secondary interest for the researcher was students' attitudes about using manipulatives in the mathematics classroom. The research sample consisted of 48 sixth-grade urban public school students. There were two treatment groups. Group A consisted of students who received equivalent fraction instruction with the use of virtual manipulatives. Group B, the control group, received equivalent fraction instruction with the use of concrete manipulatives. The researcher issued a pretest to both groups, prior to manipulative use and instruction. Following manipulative use and instruction, the researcher issued a posttest. The researcher also issued a students' attitudes survey at the end of the study. To analyze the data generated by the pre and posttests, the researcher used a two-sample, paired-data t-test with a confidence level of 0.05. After studying the results of the t-test, the researcher concluded that students who received equivalent fraction instruction with concrete manipulatives out-performed students who received equivalent fraction instruction with virtual manipulatives. The researcher also concluded that the use of manipulatives, both virtual and concrete, enhanced the learning environment in the elementary mathematics classroom. Appended are: (1) Informed Consent Form; (2) Parental Acknowledgement and Consent; (3) Mathematics Pretest; (4) Mathematics Posttest; (5) Students' Attitudes Survey; and (6) List of Manipulatives Used. (Contains 4 tables and 12 figures.).

Educators' Perceptions of Implementing Concrete and Virtual Math Manipulatives in Title I Schools
Educators' Perceptions of Implementing Concrete and Virtual Math Manipulatives in Title I Schools

Author: Jacqueline Rene Robinson Johnson

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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Learners' foundational math skills obtained in the elementary grades profoundly impact their preparation for learning math in the upper grades. However, there is a deficiency in the foundational math skills necessary to be proficient in math and equivalent with their peers at grade level (Burton, 2018). In the elementary classrooms of kindergarten through fifth grade, learners with mathematics difficulties are delayed academically and grapple with maintaining the pace of their peers (Ball, 2018). This study occurred in two phases to ensure that Title I elementary math educators voiced their beliefs, opinions, and concerns on how concrete and virtual manipulatives are utilized. In addition, this study examined the perceived influences of elementary math educators' pedagogies executing manipulatives math materials.

Guiding School Improvement with Action Research
Guiding School Improvement with Action Research

Author: Richard Sagor

Publisher: ASCD

Published: 2000-05-15

Total Pages: 231

ISBN-13: 1416615903

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Action research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow "implementation strategies," Richard Sagor guides readers through the process from start to finish. Learn how to uncover and use the data that already exist in your classrooms and schools to answer significant questions about your individual or collective concerns and interests. Sagor covers each step in the action research process in detail: selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action. Drawing from the experience of individual teachers, faculties, and school districts, Sagor describes how action research can enhance teachers' professional standing and efficacy while helping them succeed in settings characterized by increasingly diverse student populations and an emphasis on standards-based reform. The book also demonstrates how administrators and policymakers can use action research to bolster efforts related to accreditation, teacher supervision, and job-embedded staff development. Part how-to guide, part inspirational treatise, Guiding School Improvement with Action Research provides advice, information, and encouragement to anyone interested in reinventing schools as learning communities and restructuring teaching as the true profession it was meant to be.

Helping Children Learn Mathematics
Helping Children Learn Mathematics

Author: National Research Council

Publisher: National Academies Press

Published: 2002-07-31

Total Pages: 53

ISBN-13: 0309131987

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Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

The Pedagogy of Standardized Testing
The Pedagogy of Standardized Testing

Author: Arlo Kempf

Publisher: Springer

Published: 2016-04-29

Total Pages: 250

ISBN-13: 1137486651

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Based on a large-scale international study of teachers in Los Angeles, Chicago, Ontario, and New York, this book illustrates the ways increased use of high-stakes standardized testing is fundamentally changing education in the US and Canada with a negative overall impact on the way teachers teach and students learn. Standardized testing makes understanding students' strengths and weaknesses more difficult, and class time spent on testing consumes scarce time and attention needed to support the success of all students—further disadvantaging ELLs, students with exceptionalities, low income, and racially minoritized students.

Mathematics Education in the Digital Age
Mathematics Education in the Digital Age

Author: Alison Clark-Wilson

Publisher: Routledge

Published: 2021-05-24

Total Pages: 246

ISBN-13: 1000390799

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The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.