The Effect of E-based Virtual Manipulative on Third-grade Elementary Students' Algebraic Thinking in Math Education
The Effect of E-based Virtual Manipulative on Third-grade Elementary Students' Algebraic Thinking in Math Education

Author: Grace B. Kim

Publisher:

Published: 2017

Total Pages: 100

ISBN-13: 9781369733921

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Abstract: The purpose of this study was to examine the effects of virtual manipulative on children's algebraic thinking in their early math education. The virtual manipulative is considered as a means of intervention, and its effects [are] proven to be an effective way through the action research working with the third-grade elementary students. In doing so, this study evaluated the effectiveness of e-based virtual manipulative to support children's algebraic thinking development in their early math education. Data collected for this study included pre-disposition and post-disposition surveys, pretest and posttest for algebraic thinking, and intervention assignments utilizing online math content materials regarding algebraic thinking. Data was analyzed using a statistical method using SPSS 24.0, including descriptive statistics, Pearson correlation analysis, effective size, and paired t-test. This study found that students' test scores improved significantly in overall math scores, showing that there was a statistically significant difference between the pretest and the posttest through the intervention using e-based virtual manipulative. This study also found that student's test scores increased in three algebra thinking content areas such as unknown variables, properties of operations, and arithmetic pattern with a significant difference. This study also found that students' disposition scores increased in all three areas of attitude, confidence, and belief. This study will benefit students in early-grade levels with positive impact on usage of e-based virtual manipulative intervention activities for better understanding algebraic thinking and effective pedagogy.

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.

Models and Modeling Perspectives
Models and Modeling Perspectives

Author: Richard A. Lesh

Publisher: Routledge

Published: 2014-07-16

Total Pages: 145

ISBN-13: 1135484333

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This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models and modeling in communities of scientists and mathematicians, but also the need to initiate students in these forms of thought. The contributions of this issue suggest a variety of ways that students (children through adults) can be introduced to highly productive forms of modeling practices. Collectively, they illustrate how modeling activities often lead to remarkable mathematical achievements by students formerly judged to be too young or too lacking in ability for such sophisticated and powerful forms of mathematical thinking. The papers also illustrate how modeling activities often create productive interdisciplinary niches for mathematical thinking, learning, and problem solving that involve simulations of similar situations that occur when mathematics is useful beyond school.

Lessons for Algebraic Thinking
Lessons for Algebraic Thinking

Author: Maryann Wickett

Publisher: Math Solutions

Published: 2002

Total Pages: 331

ISBN-13: 0941355489

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Lessons for K-8 teachers on making algebra an integral part of their mathematics instruction.

Common Core Mathematics Standards and Implementing Digital Technologies
Common Core Mathematics Standards and Implementing Digital Technologies

Author: Polly, Drew

Publisher: IGI Global

Published: 2013-05-31

Total Pages: 448

ISBN-13: 1466640871

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Standards in the American education system are traditionally handled on a state-by-state basis, which can differ significantly from one region of the country to the next. Recently, initiatives proposed at the federal level have attempted to bridge this gap. Common Core Mathematics Standards and Implementing Digital Technologies provides a critical discussion of educational standards in mathematics and how communication technologies can support the implementation of common practices across state lines. Leaders in the fields of mathematics education and educational technology will find an examination of the Common Core State Standards in Mathematics through concrete examples, current research, and best practices for teaching all students regardless of grade level or regional location. This book is part of the Advances in Educational Technologies and Instructional Design series collection.

Effects of Virtual Math Mentorships on Elementary Student Math Scores
Effects of Virtual Math Mentorships on Elementary Student Math Scores

Author: Tammy T. May

Publisher:

Published: 2021

Total Pages: 117

ISBN-13:

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The purpose of this quantitative, quasi-experimental study was to examine the relationship between college students’ virtual math mentorships and instruction on third grade students’ math academic success. College students in teacher preparation programs investigated deficiencies in third grade students’ competency of math concepts as specified by state standards, and they designed lessons to address these challenges through weekly virtual meetings. Third grade teachers wanted to provide additional math supports for their struggling students, and this partnership between the college students and the third graders was the foundation of this study at four Title 1 rural elementary schools. This research is an extension of a previous investigation where only students’ attitudes towards math were documented, showing improvements after receiving targeted interventions from college mentors. For this study, an analysis of covariance (ANCOVA) was used, comparing six third grade classes, three with virtual math mentoring interventions and three without interventions. Pre and post standardized tests were used in the control and experimental groups, and from the data, it was determined that there was a slight difference in students’ math achievement scores as a result of the interventions by college students. Future research on elementary students’ math success should include: (a) the influence of parents, guardians, and teachers on students’ engagement in and focus on math skills, (b) the attitudes and instructional style of teachers, (c) the experience level of the teachers, (d) the gender and socio-economic status of students, (e) the strength of the relationship between a preservice teacher and elementary students, and (6) the social and emotional status of the students being tested in a non-pandemic year.

Early Algebra
Early Algebra

Author: Carolyn Kieran

Publisher: Springer

Published: 2016-07-11

Total Pages: 48

ISBN-13: 3319322583

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This survey of the state of the art on research in early algebra traces the evolution of a relatively new field of research and teaching practice. With its focus on the younger student, aged from about 6 years up to 12 years, this volume reveals the nature of the research that has been carried out in early algebra and how it has shaped the growth of the field. The survey, in presenting examples drawn from the steadily growing research base, highlights both the nature of algebraic thinking and the ways in which this thinking is being developed in the primary and early middle school student. Mathematical relations, patterns, and arithmetical structures lie at the heart of early algebraic activity, with processes such as noticing, conjecturing, generalizing, representing, justifying, and communicating being central to students’ engagement.