Virtual manipulatives for mathematics

Virtual Manipulatives for Mathematics are interactive Web-based visual representations of dynamic objects that present opportunities for building mathematical knowledge. Virtual manipulatives allow both students and teachers to concretely represent the abstract concepts that they are learning in math classes and to link such concepts to their prior knowledge.

Virtual manipulatives are relatively new and they are modeled after existing manipulatives such as base ten blocks, coins, pattern blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, geoboards, geometric plane, and solids figures. They are usually in the form of Java or Flash applets. Research suggests that students may also develop more complex understandings of concepts when they use virtual manipulatives (Moyer, Niezgoda, & Stanley, 2005) [ [http://my.nctm.org/eresources/article_summary.asp?URI=TCM2002-02-372a&from=B What are Virtual Manipulatives?] ] . Many believe that virtual manipulatives can be particularly helpful to students with language difficulties, including English Language Learners (ELL). ELL students usually have trouble explaining what they are learning in math classes. With virtual manipulatives, such students may be able to clarify their thoughts and demonstrate it to others in a much more effective way. For example, with base ten blocks, students may use the place-value layout to show their understanding. Students need help in understanding the ideas that manipulatives represent. Manipulatives by themselves have no natural meaning. It is important for teachers to make this meaning clear and help students build connections between the concrete materials and abstract symbols that they stand for. Virtual manipulatives usually have this type of built-in structure. Many virtual manipulatives activities give students hints and feedback. This is something that the more traditional concrete manipulatives cannot do without additional instructor assistance. For example, in using Tangrams, students can practically copy a design made from pattern blocks. When a block is near a correct location, it will snap into place. This virtual manipulative includes a hint function that will show the correct location of all the blocks. Although relatively new, virtual manipulatives can support learning math for all students which includes those with disabilities. Virtual manipulatives should be included into the general academic curriculum and not just used as an extra student activity. If they are used wisely, virtual manipulatives can provide students with opportunities for guided discovery which should help them to build a better understanding of mathematical concepts and ultimately exhibit solid pupil learning.

References

*Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2000). What are virtual manipulatives? [Online] . "Teaching Children Mathematics," 8(6), 372-377. Available: [http://my.nctm.org/eresources/article_summary.asp?URI=TCM2002-02-372a&from=B]
*Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children's use of virtual manipulatives and other forms of mathematical representations. In W. J. Masalaski & P. C. Elliot (Eds.), "Technology-Supported Mathematics Learning Environments" (pp.17-34). Reston, VA: National Council of Teachers of Mathematics.

External links

* [http://plaza.ufl.edu/youngdj/talks/vms_paper.doc Virtual Manipulatives in Mathematics Education.]
* [http://www.tojet.net/articles/5112.htm Virtual manipulatives in mathematics education: A theoretical framework.]