While there has been an increase in the use of virtual manipulatives. Their concrete counterpart’s haven been at the head of mathematics education for decades. The use of concrete manipulatives has long been applauded as a quality instructional tool.
“Students’ mental images and abstract ideas are based on their experiences. Hence, students who see and manipulate a variety of objects have clearer mental images and can represent abstract ideas more completely than those whose experiences are meager.” (Kennedy, 1986, p. 6)
Although more expensive, concrete manipulatives are a hands on experience that can’t be replicated by virtual objects. Some students thrive with hands on learning and thus would grasp mathematical concepts to a great degree. …show more content…
Multiple studies have found that manipulatives increase student achievement. Others have found a very minimal increase. Although, engagement and meaningful learning opportunities are not something to ignore when it comes to evaluating this tool. There are number of things to consider when using manipulatives. Furthermore, the teachers opinions of manipulatives can, some apprehensive, equate to less meaningful manipulative use (Moyer and Jones, 2004). Weather concrete or virtual, the experience needs to be meaningful and relevant. Considering the type of manipulative is a careful discussion in itself. A concrete manipulative provides a hands on experience. Contrary to a virtual manipulatives that just creates a visual model. The lesson in which in which the manipulatives are used is just as important as the discussions that go into the developing of the software used for virtual manipulatives. Tucker and Johnson (2016) states, “Designers of educational technology should consider not only the content, technological, and structural attributes of the tools, but also the ways the tool will modify these attributes and how users will become aware of and modify attributes” (p.5). These applications need to be easy to use and forthright with clear directions. Overall, it’s difficult to argue the lack of benefit of this tool across the mathematical spectrum but certainly more research needs to be completed in order to be able to link manipulatives directly to achievement. Bountiful other factors go into achievement, from learning environment to lesson structure, it’s difficult to account for the growth or lack thereof that can be attributed to one single tool such as
“Students’ mental images and abstract ideas are based on their experiences. Hence, students who see and manipulate a variety of objects have clearer mental images and can represent abstract ideas more completely than those whose experiences are meager.” (Kennedy, 1986, p. 6)
Although more expensive, concrete manipulatives are a hands on experience that can’t be replicated by virtual objects. Some students thrive with hands on learning and thus would grasp mathematical concepts to a great degree. …show more content…
Multiple studies have found that manipulatives increase student achievement. Others have found a very minimal increase. Although, engagement and meaningful learning opportunities are not something to ignore when it comes to evaluating this tool. There are number of things to consider when using manipulatives. Furthermore, the teachers opinions of manipulatives can, some apprehensive, equate to less meaningful manipulative use (Moyer and Jones, 2004). Weather concrete or virtual, the experience needs to be meaningful and relevant. Considering the type of manipulative is a careful discussion in itself. A concrete manipulative provides a hands on experience. Contrary to a virtual manipulatives that just creates a visual model. The lesson in which in which the manipulatives are used is just as important as the discussions that go into the developing of the software used for virtual manipulatives. Tucker and Johnson (2016) states, “Designers of educational technology should consider not only the content, technological, and structural attributes of the tools, but also the ways the tool will modify these attributes and how users will become aware of and modify attributes” (p.5). These applications need to be easy to use and forthright with clear directions. Overall, it’s difficult to argue the lack of benefit of this tool across the mathematical spectrum but certainly more research needs to be completed in order to be able to link manipulatives directly to achievement. Bountiful other factors go into achievement, from learning environment to lesson structure, it’s difficult to account for the growth or lack thereof that can be attributed to one single tool such as