Virtual manipulatives for mathematics

In mathematics education, virtual manipulatives are a relatively new technology modeled after existing manipulatives such as base ten blocks, coins, 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. Virtual manipulatives allow teachers to allow for efficient use of multiple representations and to provide concrete models of abstract mathematical concepts for learners of mathematics. Research suggests that students may also develop more connected understandings of mathematical concepts when they use virtual manipulatives (Moyer, Niezgoda, & Stanley, 2005).

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 mathematics 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.

Manipulatives by themselves have little meaning. It is important for teachers to make the mathematical meaning of manipulatives clear and help the students to build connections between the concrete materials and abstract symbols. Virtual manipulatives usually have this built-in structure. Many virtual manipulative activities give students hints and feedback with pop-ups and help features. More traditional concrete manipulatives are not conducive to comprehension without direct 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.

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