A Comparison of Concrete and Virtual Manipulative Use in Third- and Fourth-Grade Mathematics

Autor/inn/en	Burns, Barbara A.; Hamm, Ellen M.
Titel	A Comparison of Concrete and Virtual Manipulative Use in Third- and Fourth-Grade Mathematics
Quelle	In: School Science and Mathematics, 111 (2011) 6, S.256-261 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00086.x
Schlagwörter	Manipulative Materials; Grade 4; Grade 3; Computer Uses in Education; Educational Technology; Elementary School Mathematics; Experiential Learning; Teaching Methods; Mathematics Instruction; Comparative Analysis; Mathematical Concepts; Pretests Posttests; New York + Suchen Sie Ihr Suchwort? Hilfsmittel; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Computernutzung; Unterrichtsmedien; Elementare Mathematik; Schulmathematik; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht
Abstract	The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands-on) manipulatives as compared with virtual (computer-based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest-posttest design was employed with a sample of 91 third-grade students and 54 fourth-grade students who were randomly assigned to complete a lesson using either concrete or virtual manipulatives. Students used a variety of manipulative materials during the lessons. Results of the posttest suggest that student learning was unchanged by lesson condition. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10