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.

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.

Teaching Mathematics to Young Children Through the Use of Concrete and Virtual Manipulatives
Teaching Mathematics to Young Children Through the Use of Concrete and Virtual Manipulatives

Author: Frank D'Angelo

Publisher:

Published: 2012

Total Pages: 11

ISBN-13:

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The use of manipulatives is an essential key to teaching mathematics to young children. Throughout history, different types of manipulatives have been used to aid in comprehension of mathematical concepts including quipu, abaci and pattern blocks. Today, concrete and virtual manipulatives are the tools that early childhood teachers are using in their mathematics classrooms across the country to instruct young learners. The concrete experience that these objects provide allows children to have a greater understanding of mathematical concepts which becomes the basis of their conceptual mathematical knowledge. Teachers who effectively implement concrete and virtual manipulatives create a mathematically rich environment in which young learners are able to examine ideas critically and solve problems. The use of these manipulatives fosters the beginning of life-long mathematical learning in inquisitive young learners.

The Use of Manipulatives in Mathematics Classrooms
The Use of Manipulatives in Mathematics Classrooms

Author: Amanda Curtis

Publisher:

Published: 2020

Total Pages: 57

ISBN-13:

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Students in the United States continue to perform poorly on standardized tests in mathematics. Students struggling with the depth of understanding needed for secondary mathematics are unprepared for collegiate mathematics and either revert to rudimentary mathematics courses or forgo college. Helping students to develop a deeper understanding of mathematical concepts in order to be more successful mathematicians necessitates changing traditional instructional methodology. Incorporating mathematical manipulatives into instruction supports the idea of allowing students multiple representations of mathematical concepts which facilitates deep mathematical understanding. This descriptive survey-based study sought to understand teacher perception of manipulatives, the frequency of manipulative use, and barriers to implementing manipulatives. Participants included teachers attending a training specific to manipulative implementation. The data supported a change in teacher perception of manipulatives after receiving instruction. The post-training results showed teachers found manipulatives not only to be engaging for students but necessary for student learning. Despite barriers such as time, teacher knowledge of manipulative use, and behavioral issues, teacher comments supported implementation. While additional research is needed to further understand the implications of this change in teacher perception, the research is encouraging in that teachers are willing to change their teaching practices to incorporate manipulatives into their classrooms and work to aid their students in achieving a deeper understanding of mathematics.

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.).

Supporting Teachers' Use of Virtual Manipulatives
Supporting Teachers' Use of Virtual Manipulatives

Author: Lindsay Reiten

Publisher:

Published: 2017

Total Pages: 124

ISBN-13:

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Technology integration is a critical and longstanding issue in mathematics education. As access to various technology resources increases, so too has the expectation for teachers to use technology to enhance student engagement and understanding. Despite the potential benefits to integrating technology into teachers' instructional practices, teachers often teach near as opposed to with technology. Teaching near technology describes teachers using technology in a manner that does not promote opportunities for students to communicate, reflect, and connect mathematical representations. Teaching with technology, on the other hand, refers to using technology to promote opportunities for students to communicate and reflect on the mathematics involved, as well as use and connect mathematical representations. Which leads me to the question, How can teachers be supported to teach with (as opposed to near) technology? More specifically, How can teachers be supported to teach with virtual manipulatives and activities? Virtual manipulatives (VMs) are one technology tool that has gained increased attention by teachers, researchers, and organizations as a tool for potentially increasing student engagement and understanding. Although VMs have been used in classrooms for quite some time, limited resources exist to support teachers' efforts to teach with this technology tool. Therefore, the following study investigated a professional development (PD) opportunity for secondary mathematics teachers aimed promoting teachers use of VMs and activities. A task analysis framework and a set of guiding questions were developed and refined during the PD in an effort to support teachers' efforts to teach with virtual manipulatives. Teachers' appropriation of practices related to implementing VMs and activities in their classrooms as well as tensions related to their implementation efforts were also explored. A professional development model, set of guiding questions, and task analysis framework are presented as resources to support teachers' efforts to teach with virtual manipulatives. It is posited that these resources could be adapted for future endeavors aimed at supporting pre-service and in-service teachers to teach with technology-based instructional tasks.

Math Work Stations
Math Work Stations

Author: Debbie Diller

Publisher: Taylor & Francis

Published: 2023-10-10

Total Pages: 597

ISBN-13: 1003841783

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If you' ve ever questioned how to make math stations work, you' ll find this photo-filled, idea-packed resource invaluable. This book extends Debbie Diller' s best-selling work on literacy work stations and classroom design to the field of mathematics. In Math Work Stations you' ll find ideas to help children develop conceptual understanding and skills, use math vocabulary as they talk about their mathematical thinking, and connect big ideas to meaningful independent exploration and practice. This book details how to set up, manage, and keep math stations going throughout the year. There' s even a chapter devoted solely to organizing and using math manipulatives. Each chapter includes: key concepts based on NCTM and state math standards; math vocabulary resources and literature links; suggested materials to include at each station for the corresponding math content strand; ideas for modeling, troubleshooting, differentiating, and assessment; and reflection questions for professional development.Throughout the book, Debbie has included hundreds of color photos showing math work stations in action from a variety of classrooms in which she has worked. Charts, reproducible forms, and math work stations icons are included to provide everything you' ll need to get started with stations in your classroom right away.

Stealth Assessment
Stealth Assessment

Author: Valerie Jean Shute

Publisher: MIT Press

Published: 2013

Total Pages: 102

ISBN-13: 0262518813

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An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.