Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning

Autor/inn/en	Moyer-Packenham, Patricia S.; Westenskow, Arla
Titel	Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning
Quelle	In: International Journal of Virtual and Personal Learning Environments, 4 (2013) 3, S.35-50, Artikel 3 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8518
DOI	10.4018/jvple.2013070103
Schlagwörter	Educational Technology; Technology Uses in Education; Manipulative Materials; Mathematics Achievement; Mathematics Instruction; Teaching Methods; Age Differences; Mathematical Concepts; Concept Formation; Meta Analysis; Effect Size; Instructional Program Divisions; Creative Thinking; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hilfsmittel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Concept learning; Begriffsbildung; Meta-analysis; Metaanalyse; Kreatives Denken
Abstract	This paper is a meta-analysis that synthesizes the findings from 66 research reports examining the effects of virtual manipulatives on student achievement. Of the 66 reports, 32 contained data yielding 82 effect size scores with effects of virtual manipulatives on student achievement. The 66 reports also contributed to a conceptual analysis of affordancesthat promote mathematical learning. The results of the averaged effect size scores yielded a moderate effect for virtual manipulatives comparedwith other instructional treatments. There were additional large, moderate, and small effects when virtual manipulatives were compared with physical manipulatives and textbook instruction, and when the effects were examined by mathematical domains, grade levels, and study duration. The results of the conceptual analysis revealed empirical evidence that five specific interrelated affordances of virtual manipulatives (VMs) promoted mathematical learning. These five specific researcher-reported affordances included focused constraint (i.e., VMs focus and constrain student attention on mathematical objects and processes), creative variation (i.e., VMs encourage creativity and increase the variety of students'solutions), simultaneous linking (i.e., VMs simultaneously link representations with each other and with students' actions), efficient precision (i.e., VMs contain precise representations allowing accurate and efficient use), and motivation (i.e., VMs motivate students to persist at mathematical tasks) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04