Multimodal Algebra Learning: From Math Manipulatives to Tangible User Interfaces

While manipulatives have played an important role in children’s mathematics development for decades, employing tangible objects together with digital systems in the classroom has been rarely explored yet. In a transdisciplinary research project with computer scientists, mathematics educators and a textbook publisher, we investigate the potentials of using tangible user interfaces for algebra learning and develop as well as evaluate a scalable system for different use cases. In this paper, we present design implications for tangible user interfaces for algebra learning that were derived from a comprehensive field study in a grade 9 classroom and an expert study with textbook authors, who also are teachers. Furthermore, we present and discuss the resulting system design.

Maximizing student experience in mathematics: Traditional tools versus digital technologies

This study was created to find out the tools that encourage and maximize student learning in mathematics, what causes positive and negative experiences in mathematics, and can any of these tools and experiences be replaced by digital technologies. I gathered an assortment of information through online surveys, interviews and field notes. My main findings showed that most people think that math manipulatives, direct teaching, and hands on learning were very important to their learning and help to decrease negative experiences in math. Furthermore, positive experiences were created through teacher feedback and encouragement and when students could relate what they were learning to their life experiences. My findings show that teachers need to be a positive model and create positive experiences for students. Moreover, teachers need to use traditional hands on tools for students and then use digital technologies as an assistive tool for further clarification and understanding.

Interactive Virtual Reality Cognitive Learning Model for Performance Evaluation of Math Manipulatives

Applications of virtual reality in E-Learning are gaining more popularity due to its interactive characteristics of virtual environments that can be offered. One unique example of this application is the use of virtual manipulatives, since they can be implemented on PCs economically for teaching students interactively in schools and universities. They enable students to learn mathematics thoroughly by easily providing computer-generated dynamic objects, allowing them to explore abstract mathematical concepts in a handson mode experince. In this paper, an implemented virtual reality based math virtual manipulatives is presented. A cognitive virtual reality learning model is also introduced. Performance evaluation of the virtual manipulatives, for several case studies, is achieved. Comparisons between the 2- Dimensions (2D) Java applets from National Library Virtual Manipulatives (NLVM) and the developed Java 3D Virtual Reality Math Manipulatives (VRMM) cases are performed. Results of the practical analysis for student grades show that VR enhances student learning of addition and subtraction operations in the VRMM, and it achieves superior results than the NLVM.

Families Ask: Manipulatives in the Middle School

Students of all ages need to do math to understand math. Manipulatives provide a way for students to do mathematics in a concrete manner, and they learn some mathematics concepts better when explored with manipulatives. Middle school teachers sometimes fail to see the purpose of manipulatives, citing reasons such as time constraints and management problems, and generally feel that they are not important. Training students in the appropriate use of manipulatives alleviates many management problems and results in the effective use of time. Learning new concepts in the middle grades is just as complex a task as learning new concepts at grades K–3.