Learning Area and Perimeter with Virtual Manipulatives
Emily Bouck, Michigan State University, United States ; Sara Flanagan, University of Kentucky, United States ; Mary Bouck, Michigan State University, United States
JCMST Volume 34, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Manipulatives are considered a best practice for educating students with disabilities, but little research exists which examines virtual manipulatives as tool for supporting students in mathematics. This project investigated the use of a virtual manipulative through the National Library of Virtual Manipulatives – polynominoes (i.e., tiles) – as a tool to help teachers present a unit on area and perimeter. The results suggest instruction with virtual manipulatives improved the understanding of area and perimeter by middle school students with disabilities. The students performed better on the posttest in terms of number of problems correct and number of problems attempted than on the pretest.
Bouck, E., Flanagan, S. & Bouck, M. (2015). Learning Area and Perimeter with Virtual Manipulatives. Journal of Computers in Mathematics and Science Teaching, 34(4), 381-393. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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