A Comparison of Concrete and Virtual Manipulative Use in Third- and Fourth-Grade Mathematics
The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands‐on) manipulatives as compared with virtual (computer‐based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest–postte...
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| Veröffentlicht in: | School science and mathematics 2011-10, Vol.111 (6), p.256-261 |
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| container_title | School science and mathematics |
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| creator | Burns, Barbara A. Hamm, Ellen M. |
| description | The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands‐on) manipulatives as compared with virtual (computer‐based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest–posttest design was employed with a sample of 91 third‐grade students and 54 fourth‐grade students who were randomly assigned to complete a lesson using either concrete or virtual manipulatives. Students used a variety of manipulative materials during the lessons. Results of the posttest suggest that student learning was unchanged by lesson condition. |
| doi_str_mv | 10.1111/j.1949-8594.2011.00086.x |
| format | Article |
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| identifier | ISSN: 0036-6803 |
| ispartof | School science and mathematics, 2011-10, Vol.111 (6), p.256-261 |
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| language | eng |
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| source | Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Comparative Analysis Computer Uses in Education Concrete Educational Technology Elementary education Elementary School Mathematics Elementary school students Experiential Learning Grade 3 Grade 4 Learning Manipulative Materials Mathematical Concepts Mathematics Mathematics education Mathematics Instruction New York Online instruction Pretests Posttests Students Teaching Methods |
| title | A Comparison of Concrete and Virtual Manipulative Use in Third- and Fourth-Grade Mathematics |
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