Abstract #1

"Third Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study"

Summary

This action research classroom study was carried out by the classroom teacher and a university researcher. It explored the effects of virtual manipulatives during a two week unit on fractions with a group of nineteen third graders in the Washington, DC area. The students came from five different ethnic backgrounds and included special needs, gifted and talented, and ESL students. Data included pre- and post- tests on conceptual and procedural knowledge, student interviews and attitude surveys. Part of the project was in the classroom and the other part was in the computer lab. After the teacher introduced the virtual manipulatives, she gave them tasks to complete. The same information was provided in writing for each student. Interviewers interacted with the students while they were in the computer lab. An anonymous attitude survey about virtual manipulatives was given to each student three days after completion of unit.


Even though the results cannot be generalized because it was only done in one classroom, it can still be concluded that virtual manipulatives have a positive effect on students’ conceptual understanding. The student interviews and surveys had recurrent positive themes as well regarding the use of virtual manipulatives. The immediate feedback helped students learn, virtual manipulatives were easier and faster than paper and pencil, and students’ enjoyment increased while learning mathematics.

Reflection

It is difficult to find studies on the use of virtual manipulatives in the classroom. Previous studies produced inconclusive results due to variances in design and sampling. The teacher even admitted in this study that her knowledge of virtual manipulatives was essential when using them as instructional tools. One reason for the lack of research in this area is that many teachers have not been taught how to use these for classroom instruction. The professional development is not available or accessible. Teachers also have to be comfortable with technology otherwise they will not use it.


Just using manipulatives does not insure learning. Virtual manipulatives have advantages. “Unlike physical manipulatives, electronic tools use graphics, numbers, and words on the computer screen to connect the iconic with the symbolic mode (Kaput, 1992).” These connections helps students learn. It really helps second language learners express their conceptual understanding when it is too difficult to verbalize. The use of these manipulatives would benefit the special needs students as well. It allows for accommodations and differentiation among ability levels. Students are able to work at their own pace which keeps the advanced students engaged as well. The variety of representation, including visual objects, written words, and numerical symbols, supports learning for all students. The immediate and individual feedback helps students progress at their pace.


This research study was enlightening. I was amazed at the increase in conceptual understanding just from the use of virtual manipulatives. I think the multiple representations are key components in a student’s depth of understanding. I also believe that the more senses involved improves students’ retention of the concepts. With virtual manipulatives, students are seeing, hearing and “touching” while learning. Even though this study was done on a small scale, and there were other limitations, I hope it inspires others to pursue further research on this topic on a larger scale.

References
Reimer, Kelly, and Patricia S. Moyer. "Third-graders learn about fractions using virtual manipulatives: a classroom study." Journal of Computers in Mathematics and Science Teaching 24.1 (2005): 5+. General OneFile. Web. 23 Jan. 2010.