What Are Virtual Manipulatives?

2002 ◽  
Vol 8 (6) ◽  
pp. 372-377
Author(s):  
Patricia S. Moyer ◽  
Johnna J. Bolyard ◽  
Mark A. Spikell

As a result of innovations in technology, the prevalence of the Internet, and the increasing availability of computers in classrooms and homes, an enhanced approach for teaching and learning mathematics using manipulatives and computers is emerging. This new approach essentially creates a new class of manipulatives, called virtual manipulatives, as well as new capabilities, or toolkits, for computer programs that use visual representations. These new virtual manipulatives have all the useful properties of existing computer manipulatives while overcoming many of their disadvantages, yet very little is known or written about them. The purpose of this article is to establish a working definition of virtual manipulatives, highlight examples of virtual manipulatives on the Internet, and discuss their current and potential classroom use.

1996 ◽  
Vol 89 (1) ◽  
pp. 69

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996–1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.


2021 ◽  
Author(s):  
Mikyung Shin ◽  
Michelle Simmons ◽  
Audrey Meador ◽  
Francis Goode ◽  
Alexa Deal ◽  
...  

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is imminent and increasing in the 21st century classroom. There has been widespread expansion of the use of technology in education. The following article reviews three types of instruction—synchronous, asynchronous, and blended instruction—and provides applied examples regarding the use of virtual manipulatives in teaching mathematics to students with disabilities in the virtual environment.


1996 ◽  
Vol 1 (8) ◽  
pp. 647

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996-1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.


1996 ◽  
Vol 89 (2) ◽  
pp. 120

The editors of the “Technology Tips“ department of the Mathematics Teacher for 1996–1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.


1995 ◽  
Vol 88 (9) ◽  
pp. 743

The editors of the "Technology Tips" depart�ment of the Mathematics Teacher for 1996-1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics


2021 ◽  
Author(s):  
Mikyung Shin ◽  
Michelle Simmons ◽  
Audrey Meador ◽  
Francis Goode ◽  
Alexa Deal ◽  
...  

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is imminent and increasing in the 21st century classroom. There has been widespread expansion of the use of technology in education. The following article reviews three types of instruction—synchronous, asynchronous, and blended instruction—and provides applied examples regarding the use of virtual manipulatives in teaching mathematics to students with disabilities in the virtual environment.


Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.


1987 ◽  
Vol 71 (458) ◽  
pp. 314
Author(s):  
Paul Ernest ◽  
Peter G. Dean

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