As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective. Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.
Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities
