Extending a Digital Fraction Game Piece by Piece with Physical Manipulatives

2019 ◽  
pp. 157-166 ◽  
Author(s):  
Kristian Kiili ◽  
Antti Koskinen ◽  
Antero Lindstedt ◽  
Manuel Ninaus
Keyword(s):  
Physical Manipulatives

scholarly journals Grade 9 learners’ understanding of fraction concepts: Equality of fractions, numerator and denominator

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Methuseli Moyo ◽  
France M. Machaba
Keyword(s):  
Qualitative Case Study ◽  
Equivalent Fractions ◽  
Written Responses ◽  
Whole Numbers ◽  
Study Approach ◽  
Complex Concept ◽  
Physical Manipulatives ◽  
Fraction Concepts ◽  
Developmental Intervention

Our research with Grade 9 learners at a school in Soweto was conducted to explore learners’ understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners’ transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners’ definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.

scholarly journals Transforming Pedagogical Approaches Using Tangible User Interface Enabled Computer Assisted Learning

2015 ◽  
Vol 10 (6) ◽  
pp. 42 ◽  
Author(s):  
Andreja Istenic Starcic ◽  
Žiga Turk ◽  
Matej Zajc
Keyword(s):  
Cognitive Processes ◽  
User Interfaces ◽  
Computer Assisted ◽  
Tangible User Interfaces ◽  
Computer Supported Collaborative Learning ◽  
Computer Assisted Learning ◽  
Multiple Representation ◽  
Physical Manipulatives ◽  
Physical Presence ◽  
Pedagogical Approaches

Traditional computer assisted learning is influenced by novel user interfaces, such as tangible user interfaces, support cognitive processes and concept modelling, assisted by multiple representation. The manipulative properties of the tangible user interface’s physical manipulatives, for example, enhance passage between physical and virtual representations. It therefore provides a transition between stages in the reasoning process. In social modes of learning, physical manipulatives provide assistance in all social modes: individual, pairs, small groups and teacher up front. Computer supported collaborative learning is provided in the physical presence of learners manipulating on the same tabletop device. A systematic review of scientific articles applying qualitative and quantitative approaches was undertaken. The content analysis was conducted to examine pedagogical approaches based on the two models of Bruner (1966) and Gagné (1985).

Revisiting the Effects and Affordances of Virtual Manipulatives for Mathematics Learning

2015 ◽  
pp. 186-215 ◽  
Author(s):  
Patricia S. Moyer-Packenham ◽  
Arla Westenskow
Keyword(s):  
Student Achievement ◽  
Effect Size ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Virtual Manipulatives ◽  
Study Quality ◽  
Mathematical Learning ◽  
Grade Levels ◽  
Physical Manipulatives

In this paper, we revisit the research on virtual manipulatives by synthesizing the findings from 104 research reports, with 46 studies yielding 104 effect size scores reporting the effects of VMs on student achievement. The 104 reports also contributed to a conceptual synthesis analysis that produced categories of affordances that promote mathematical learning. The results of the effect size scores analysis yielded overall moderate effects for VMs compared with other instructional treatments, which was consistent with the first meta-analysis we conducted. There were large, moderate, and small effects when VMs were compared with physical manipulatives, textbooks, and examined by mathematical domains, grade levels, study duration, study quality, year of study publication, and study size. Revisiting the affordance categories confirmed our first analysis which produced five categories of features in the VMs that promoted students' mathematical learning (motivation, simultaneous linking, efficient precision, focused constraint, and creative variation).

Protocol Analysis: Studying Physical Manipulatives During Conceptual Design

2014 ◽  
Author(s):  
Tim Hess ◽  
Joshua D. Summers
Keyword(s):  
Conceptual Design ◽  
Protocol Analysis ◽  
Experimental Methods ◽  
Controlled Environment ◽  
Human Interactions ◽  
Physical Manipulatives ◽  
Patterns Of Behavior ◽  
Physical Elements ◽  
Protocol Study ◽  
Study Participants

This paper presents a protocol study that explores how individual designers interact with physical elements during mechanical concept ideation and exploration. This protocol study follows three participants individually in a controlled environment as they develop solutions to a presented problem. The goals of this work were 1) to develop a protocol for documenting human interactions with artifacts and 2) to use this protocol to investigate the use of prototypes during conceptual design. The protocol was used to document the actions of study participants in a manner that allowed searching for patterns of behavior. The most common patterns indicated that participants were learning or finding inspiration from the physical artifact interactions that were then applied to their design solutions. In addition, several opportunities for protocol and experimental methods improvements are presented.

scholarly journals “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020

2020 ◽  
Vol 10 (11) ◽  
pp. 320
Author(s):  
Rachel K. Schuck ◽  
Rachel Lambert
Keyword(s):  
Distance Learning ◽  
Special Education Teachers ◽  
Special Educators ◽  
Daily Life ◽  
School Personnel ◽  
Support Needs ◽  
Home Support ◽  
Physical Manipulatives ◽  
Teachers And Parents ◽  
Significant Support

While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs who often benefit from strong interpersonal connections, modeling, and the use of physical manipulatives. This paper details the experiences of two elementary special education teachers as they navigated the transition to ERT. The teachers reported three distinct stages of ERT: making contact, establishing routines, and transitioning to academics. They also discussed the challenges they faced during this period, such as the inequity in resources amongst their students, needing to rely on at-home support in order to meaningfully teach students, and changes in what it meant to be a teacher while having to teach online. While clearly not in favor of online learning, the teachers do present glimmers of hope, for example, with regards to increased communication between teachers and parents. The challenges and strategies used to overcome these challenges will be of use to educators in the coming months, with implications for distance learning in this population.

Interactive Virtual and Physical Manipulatives for Improving Students’ Spatial Skills

2017 ◽  
Vol 55 (8) ◽  
pp. 1088-1110 ◽  
Author(s):  
Oai Ha ◽  
Ning Fang
Keyword(s):  
Educational Technology ◽  
Gender Difference ◽  
Computer Graphics ◽  
Real World ◽  
Effect Size ◽  
Virtual Manipulatives ◽  
Test Results ◽  
Spatial Skills ◽  
Learning Gain ◽  
Physical Manipulatives

An innovative educational technology called interactive virtual and physical manipulatives (VPM) is developed to improve students’ spatial skills. With VPM technology, not only can students touch and play with real-world physical manipulatives in their hands but also they can see how the corresponding virtual manipulatives (i.e., computer graphics) simultaneously change in real time. The assessment results show that VPM technology resulted in a 21.3% normalized learning gain in the posttest as compared with the pretest. Gender difference in spatial scores was reduced from 22.9% in the pretest to only 5.5% in the posttest. The t-test results revealed a statistically significant effect ( p = .032) of VPM technology on student learning, with Hedges’ g effect size of 0.54. The majority of the students surveyed (71.9%) preferred using both VPM, rather than virtual or physical manipulatives alone, because the two types of manipulatives provide two simultaneous channels for learning.

scholarly journals The Effects of Physical Manipulatives on Children's Numerical Strategies

2016 ◽  
Vol 34 (1) ◽  
pp. 27-50 ◽  
Author(s):  
Andrew Manches ◽  
Claire O'Malley
Keyword(s):  
Physical Manipulatives

Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School

2021 ◽  
pp. 073563312110013
Author(s):  
Olivera J. Đokić ◽  
Milana M. Dabić Boričić ◽  
Mila S. Jelić
Keyword(s):  
Elementary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Spatial Reasoning ◽  
Experimental Program ◽  
Physical Manipulatives ◽  
Teaching Geometry ◽  
3D Geometry ◽  
Information And Communication ◽  
Systematic Development

Since one of the main goals of teaching geometry is to provide students with the opportunity to develop spatial reasoning, it is important to find the most suitable support for learning 3D geometry in elementary school. This paper compares Information and Communication Technology (ICT) and physical manipulatives support, with the aim to answer if their use produces different effects on students’ spatial reasoning. The participants in the study were 74 4th graders (10–11 years old) who were assigned to two equal groups that attended a month of the experimental program. Group EICT learned with the ICT support and group EMAN learned with physical manipulatives support. The results showed that there was no difference in students’ 3D geometry achievement regardless of the support that was used, and that both supports provided learning access for all students. According to our results, teaching geometry should be directed to the complementary use of physical manipulatives and ICT support, depending on the technological and software resources available to schools and teachers’ preference of the support. ICT can assist in achieving learning equity, but there is a need for a systematic development of the ICT sources that could be used as instructional manipulatives, their promotion, and the support for the teachers.

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