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A Comparison Of The Impact Of Two Virtual Manipulatives On Student Achievement And Conceptual Understanding Of Integer Addition And Subtraction
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Book Synopsis A Comparison of the Impact of Two Virtual Manipulatives on Student Achievement and Conceptual Understanding of Integer Addition and Subtraction by : Johnna J. Bolyard
Download or read book A Comparison of the Impact of Two Virtual Manipulatives on Student Achievement and Conceptual Understanding of Integer Addition and Subtraction written by Johnna J. Bolyard and published by . This book was released on 2005 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Virtual Manipulatives on Student Achievement in Mathematics by : Kathleen Palazuelos
Download or read book The Impact of Virtual Manipulatives on Student Achievement in Mathematics written by Kathleen Palazuelos and published by . This book was released on 2017 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the academic achievement of students using virtual manipulatives compared to students using physical manipulatives to understand a fraction unit. The school was a Title I school with a high population of English learners. The unit was taught with the district’s curriculum to both the control and treatment groups. Treatment group students utilized virtual manipulatives during instruction, both dynamic and static manipulatives. Control group students utilized only physical manipulatives. The study found students in the treatment group utilizing virtual manipulatives outperformed the control group on the posttest after controlling for prior knowledge. English learners in the treatment group also had a higher academic achievement than students in the control group after controlling for prior knowledge.
Book Synopsis Effects of Manipulative Use on PK-12 Mathematics Achievement by : Amy B. Holmes
Download or read book Effects of Manipulative Use on PK-12 Mathematics Achievement written by Amy B. Holmes and published by . This book was released on 2013 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Four figures and three tables are appended.There is growing consensus among researchers, educators, and policy makers about the need for greater emphasis on ambitious student-centered mathematics instruction in light of mounting concern about student mathematics performance in the intermediate grades and beyond. To facilitate educators' adoption of ambitious mathematics instructional practices, recent reform initiatives, such as the Common Core Standards for Mathematics (CCSM), have specified the content elementary students should learn and the practices in which students should engage, while organizations such as the National Council of Teachers of Mathematics (NCTM) have assumed responsibility for making recommendations for improving instructional practices in mathematics. In particular, since 1989, the NCTM has continually called for the increased use of manipulative materials at all levels of mathematics education in order to support students' conceptual and procedural understanding. However, the evidence for the effects of using manipulatives to support student mathematics achievement across the primary and secondary grades is generally mixed. Investigating reasons for such contradictory findings through rigorous inquiry is important for advancing both theory and practice in mathematics education. This systematic review and meta-analysis seeks to address this issue in order to strengthen communication and research partnerships with educators, administrators, and policy makers interested in effective practices in mathematics education. A comprehensive literature search was conducted to identify qualifying studies reported between 1989 and 2012, including a search of electronic bibliographic databases, gray literature databases, and reference lists of research reports and prior reviews. The search culminated in a total of 856 reports, of which 17 reports describing 21 primary studies met the eligibility criteria after screening of titles, abstracts, and/or full-text reports, for a total sample of 1519 students. Two separate meta-analyses were conducted for the comparison of manipulatives use to a business as usual nonuse condition (14 studies, 14 effect sizes, 1126 students) and for the comparison of virtual manipulatives use to a business as usual physical manipulatives use condition (7 studies, 7 effect sizes, 393 students). Although clearly not a mathematics achievement panacea, results from this review provide evidence that student achievement in grades PK-12 can be improved through the use of mathematics manipulatives. Among other implications, practitioners, administrators, and policy makers may want to consider purchasing more inexpensive manipulative materials in order to reserve funds for other interventions that research has shown to have a more substantial impact on student mathematics achievement. Tables and figures are appended.
Book Synopsis International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives by : Patricia S. Moyer-Packenham
Download or read book International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives written by Patricia S. Moyer-Packenham and published by Springer. This book was released on 2016-06-21 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores terminology, frameworks, and research being conducted worldwide on virtual manipulatives. It brings together international authors who provide their perspectives on virtual manipulatives in research and teaching. By defining terminology, explaining conceptual and theoretical frameworks, and reporting research, the authors provide a comprehensive foundation on the study and use of virtual manipulatives for mathematics teaching and learning. This foundation provides a common way for researchers to communicate about virtual manipulatives and build on the major works that have been conducted on this topic. By discussing these big ideas, the book advances knowledge for future research on virtual manipulatives as these dynamic tools move from computer platforms to hand-held, touch-screen, and augmented platforms.
Book Synopsis Models and Modeling Perspectives by : Richard A. Lesh
Download or read book Models and Modeling Perspectives written by Richard A. Lesh and published by Routledge. This book was released on 2014-07-16 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models and modeling in communities of scientists and mathematicians, but also the need to initiate students in these forms of thought. The contributions of this issue suggest a variety of ways that students (children through adults) can be introduced to highly productive forms of modeling practices. Collectively, they illustrate how modeling activities often lead to remarkable mathematical achievements by students formerly judged to be too young or too lacking in ability for such sophisticated and powerful forms of mathematical thinking. The papers also illustrate how modeling activities often create productive interdisciplinary niches for mathematical thinking, learning, and problem solving that involve simulations of similar situations that occur when mathematics is useful beyond school.
Book Synopsis Technology's Impact on Fraction Learning by : Maria Mendiburo
Download or read book Technology's Impact on Fraction Learning written by Maria Mendiburo and published by . This book was released on 2011 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fractions are among the most difficult mathematical concepts for elementary school students to master (Behr, Harel, Post, & Lesh, 1992; Bezuk & Cramer, 1989; Moss & Case, 1999). Research indicates that manipulatives (e.g. fractions circles, fractions strips) positively impact students' conceptual and procedural understanding of fractions without impeding their ability to complete algorithmic procedures involving fractions (Cramer & Henry, 2002). Unfortunately, a variety of practical and pedagogical challenges associated with using manipulatives during instruction make it difficult for teachers to implement them effectively in classrooms. As a result, students receive far less exposure to manipulatives than the National Council of Teachers of Mathematics (NCTM) recommends for students in grades K-8 (Char, 1991; Hatfield, 1994; Hodge & Brumbaugh, 2003; National Council of Teachers of Mathematics, 2000). This study examines the following research questions: (1) Are there differences in students' knowledge of fraction magnitude when they are taught basic fraction concepts using virtual manipulatives compared to when they are taught basic fraction concepts using physical manipulatives?; and (2) Are students able to complete more practice exercises and/or more games using virtual manipulatives than physical manipulatives? The results of the post-assessment data collected in this study support Clements' (1999, 1996) hypothesis that computers can provide students with virtual representations of mathematical concepts that are just as meaningful as physical manipulatives. The results of the analyses of the data collected in the practice logs overall (i.e. across both weeks of the intervention) and during the second week of the intervention provide quantitative evidence that virtual manipulatives are more time-efficient than physical manipulatives. It appears that gender is not a strong predictor of the outcomes associated with manipulative-based instruction. (Contains 1 table.).
Book Synopsis Where Mathematics Come From How The Embodied Mind Brings Mathematics Into Being by : George Lakoff
Download or read book Where Mathematics Come From How The Embodied Mind Brings Mathematics Into Being written by George Lakoff and published by . This book was released on 2000-11-02 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of the cognitive science of mathematical ideas.
Book Synopsis Factors Related to Conceptual Understanding and Solution Procedures for Two-digit Addition and Subtraction in Second-grade Average-math Achievers and Low-math Achievers At-risk for Learning Disabilities by : Jane V. Drueck
Download or read book Factors Related to Conceptual Understanding and Solution Procedures for Two-digit Addition and Subtraction in Second-grade Average-math Achievers and Low-math Achievers At-risk for Learning Disabilities written by Jane V. Drueck and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who have mathematics learning disabilities have been a neglected group in terms or both learning disabilities and mathematics education research. In addition, these children are usually not identified until late elementary school after they have experienced failure in mathematics. The present study examined second-grade average-math achievers (AMAs) and low-math achievers (LMAs) who were at-risk for mathematics learning disabilities. Through a clinical interview format, interviewers tracked the students' progression in two-digit addition and subtraction in terms of accuracy, conceptual structure, and representational method. Memory processing characteristics were also identified for the two groups of students. It was found that the AMAs and the LMAs did not differ on the accuracy of their computations but rather on their use of conceptual structures and representational methods. The LMAs used the more immature unitary conception for a longer period of time than did the AMAs. The LMAs also used the less sophisticated concrete representational methods in solution procedures more frequently than the more advanced methods of mental strategies and standard written algorithms used by the AMAs. The LMAs were also found to have decreased automaticity for labeling numerical information, poorer basic fact retrieval, and lower performance on a composite of memory tasks. Looking at the conceptual, processing, and achievement differences between AMAs and LMAs may provide information that will enable professionals to better identify and intervene in the mathematics education of children at-risk for mathematics learning disabilities.
Book Synopsis Virtual Manipulatives and Physical Manipulatives by : Maria Angela Mendiburo
Download or read book Virtual Manipulatives and Physical Manipulatives written by Maria Angela Mendiburo and published by . This book was released on 2010 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Virtual Manipulatives to Develop Conceptual Understanding of Mathematics by : Jason Edward Holloway
Download or read book Using Virtual Manipulatives to Develop Conceptual Understanding of Mathematics written by Jason Edward Holloway and published by . This book was released on 2006 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Virtual Manipulatives with Open-ended Versus Structured Questions on Students' Knowledge of Slope by : Mustafa Fatih Demir
Download or read book Effects of Virtual Manipulatives with Open-ended Versus Structured Questions on Students' Knowledge of Slope written by Mustafa Fatih Demir and published by . This book was released on 2009 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Windows on Mathematical Meanings by : Richard Noss
Download or read book Windows on Mathematical Meanings written by Richard Noss and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges some of the conventional wisdoms on the learning of mathematics. The authors use the computer as a window onto mathematical meaning-making. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.
Book Synopsis Counting Blocks Or Keyboards? by : Sonya E. Brown
Download or read book Counting Blocks Or Keyboards? written by Sonya E. Brown and published by . This book was released on 2007 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the impact of using computer-simulated (virtual ) manipulatives and hands-on (concrete) manipulatives on elementary students' learning skills and concepts in equivalent fractions. The researcher's primary interest was whether or not students who used virtual manipulatives would out-perform students who used concrete manipulatives on the researcher/teacher-generated posttest. A secondary interest for the researcher was students' attitudes about using manipulatives in the mathematics classroom. The research sample consisted of 48 sixth-grade urban public school students. There were two treatment groups. Group A consisted of students who received equivalent fraction instruction with the use of virtual manipulatives. Group B, the control group, received equivalent fraction instruction with the use of concrete manipulatives. The researcher issued a pretest to both groups, prior to manipulative use and instruction. Following manipulative use and instruction, the researcher issued a posttest. The researcher also issued a students' attitudes survey at the end of the study. To analyze the data generated by the pre and posttests, the researcher used a two-sample, paired-data t-test with a confidence level of 0.05. After studying the results of the t-test, the researcher concluded that students who received equivalent fraction instruction with concrete manipulatives out-performed students who received equivalent fraction instruction with virtual manipulatives. The researcher also concluded that the use of manipulatives, both virtual and concrete, enhanced the learning environment in the elementary mathematics classroom. Appended are: (1) Informed Consent Form; (2) Parental Acknowledgement and Consent; (3) Mathematics Pretest; (4) Mathematics Posttest; (5) Students' Attitudes Survey; and (6) List of Manipulatives Used. (Contains 4 tables and 12 figures.).
Book Synopsis Virtual Manipulatives in Mathematics Education by : Soner Durmus
Download or read book Virtual Manipulatives in Mathematics Education written by Soner Durmus and published by . This book was released on 2006 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Meaningful educational activities and cognitive tools might improve students' active involvements in the teaching-learning process and encourage their reflections on the concepts and relations to be investigated. It is claimed that usage of manipulatives not only increase students' conceptual understanding and problem solving skills but also promotes their positive attitudes towards mathematics since they supposedly provide "concrete experiences" that focus attention and increase motivation. A concrete experience in mathematics context is defined not by its physical or real-world characteristics but rather by how meaningful connections it could make with other mathematical ideas and situations. For instance, a student might create the meaning of the concept "four" by building a representation of the number and connecting it with either real or pictured blocks. Computer manipulatives, also called virtual manipulatives, may provide interactive environments where students could pose and solve their own problems to form connections between mathematical concepts and operations, and get immediate feedback about their actions. Hence, it is necessary to design specific math manipulatives focusing at different mathematical concepts. Virtual manipulatives might also provide further advantages over physical manipulatives by eliminating some of the constraints they impose on the task. In this paper, virtual manipulatives in mathematics education will be introduced, their main characteristics will be explained and the implications of the usage of virtual manipulatives in mathematics classrooms will be thoroughly discussed.
Book Synopsis The Effects of Manipulatives on Student Achievement in Mathematics by : Brenda M. Malik
Download or read book The Effects of Manipulatives on Student Achievement in Mathematics written by Brenda M. Malik and published by . This book was released on 1994 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematical Knowledge in Teaching by : Tim Rowland
Download or read book Mathematical Knowledge in Teaching written by Tim Rowland and published by Springer Science & Business Media. This book was released on 2011-01-06 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics, and because of rising concern that teaching of the subject has not adapted sufficiently. The issues to be examined in Mathematical Knowledge in Teaching are of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing more effective approaches to characterizing, assessing and developing mathematical knowledge for teaching.
