Using Virtual Manipulatives in Mathematics
for Preservice Teachers
Dr. Maribeth McAnally
Texas A&M University, Commerce
Dr. Vanessa Huse
Texas A&M University, Commerce
ABSTRACT: The purpose of this study was to compare performance outcomes in the teaching of probability concepts in mathematics teacher preparation courses using an approach integrated with virtual manipulatives compared with an approach using concrete manipulatives. This quasi-experimental study was conducted at a moderate-sized, state university in the southern United States. The design for this study measured the improvement or change for an intact group of 48 preservice teachers. In addition, student attitudes toward using concrete and computer-generated manipulatives and technology tools in the mathematics classroom were investigated.
Assessing the Effects of Using Virtual Manipulatives
Today’s global economy and world society in which children are growing up is very different from that of the boomers. N-Geners have embraced the new digital media that has entered the classroom environment. Calculators, PDAs, and computers have shown potential as tools in mathematics education. By using these new electronic tools, students have the opportunity to generate and compare multiple mathematical representations for real world modeling without the distraction of tedious computations.
New computer applications, including virtual manipulatives, have begun to emerge in the teaching of mathematics. Moyer, Bolyard, and Spikell (2002) defined the virtual manipulative as an “interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (p. 373). Teachers have to become more adapted to use this new digital system of learning. One problem facing the use of virtual manipulatives by mathematics educators has been the lack of evidence as to the effectiveness of these new technology tools.
An extensive literature review for this study supported statements made by The National Council of Teachers of Mathematics (NCTM), in the Principles and Standards for School Mathematics (2000) which emphasized the use of concrete manipulatives at all grade levels as a way to scaffold between multiple representations of mathematical concepts. Janvier (1987) described the understanding of mathematics as a complex and ongoing process. Janvier drew a floating iceberg star to make an analogy to the learning of mathematics because the star-like figure “conceals more than it shows” (p. 67). From Janvier's (1987)