
Virtual Manipulatives in Elementary Mathematics: A Critical Integrative Review of Research
PROCEEDING
Kathryn M. Rich, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper reviews 10 years of research on virtual manipulatives (VMs) in K-5 mathematics education with a focus on moving beyond generalized conclusions that VMs can support learning to better understanding how and when they support learning. Synthesis of fifteen articles that met the inclusion criteria revealed researchers are beginning to unpack how particular features of VMs and context variables interact with student learning outcomes. The influence of context variables, such as whether VMs are used by individual students or used collaboratively, suggests a need for greater attention to the role of the teacher in implementation of VMs. Attention to the teacher’s role in defining how VMs are used could inform future directions for teacher education.
Citation
Rich, K.M. (2020). Virtual Manipulatives in Elementary Mathematics: A Critical Integrative Review of Research. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1387-1393). Online: Association for the Advancement of Computing in Education (AACE). Retrieved April 14, 2021 from https://www.learntechlib.org/primary/p/215902/.
© 2020 Association for the Advancement of Computing in Education (AACE)
Video
Slides
- presentation_3104_55884.pptx (Access with Subscription)
- Rich_VMreview_SITE presentation.pptx (Access with Subscription)