Abstract #2- 1st Grade Virtual Manipulatives

Summary
This article focused on how virtual manipulatives impact the learning of first grade students. The researchers of this article looked at other studies at various grade levels and determined that these virtual manipulatives were effective with developing mathematical knowledge. However, they were concerned about younger children. “One concern regarding young children using computers is that computer environments are not concrete, asserting the belief that children construct knowledge through interaction with materials and people, and that children cannot handle the symbolic representations present in a computer environment” (Steen, Brook, Lyon, 2006, p. 374). From this concern, these researchers focused on first grade students’ development of mathematical knowledge through virtual manipulatives.

To determine if first grade students can develop mathematical knowledge through virtual manipulatives, the researchers took two first grade classrooms to compare. The first classroom used hands-on manipulatives and the other class used virtual manipulatives to learn about geometry concepts. The researchers found that the students using virtual manipulatives had a significantly greater improvement during the geometry unit than the hands-on manipulatives. They concluded that students were able to use the computers as a concrete material and were able to develop their knowledge. In addition, the immediate feedback from the virtual manipulative helped students see their misconceptions and worked through them. Overall, virtual manipulatives are a positive tool to use with students in the early grades.

Reflection
Prior to reading this article, I thought that virtual manipulatives would benefit all students, even the younger ones. I didn’t think about the fact that students benefit from concrete practice and that the computer may not be a concrete tool. However, as the article did show the computer is a good tool to use while instructing about math. Actually, I think the virtual manipulatives are a better tool because students at this age tend to have difficulty with the small interlocking cubes and other small tools because their motor skills are not fully developed. However, with the virtual manipulatives the pieces the students must manipulate are the mouse and type on the keyboard (in some cases). This allows students to focus on the math instruction and not their motor skills.

This study really supports the use of virtual manipulatives in the elementary classroom, but I have one problem with implementing this type of learning in my classroom. In the study, each student had their own laptop that they used during the lesson. I would only imagine that of course students would develop their knowledge quickly with virtual manipulatives because they are working at their level, their pace and with immediate feedback. However, having one computer per student is not possible in my classroom. We do have laptop carts at my school, but they are reserved for fourth and fifth grade classrooms. I do have a laptop with a projector like the teacher in the study to show the virtual manipulatives, but is that enough? I don’t think it is. The students need to be able to access the virtual manipulatives themselves. I would like to implement virtual manipulatives into my daily math lessons, but until I have laptops for all or most of my students they will not be able to get the experience they need to excel like these first grade students.

References
Steen, K., Brooks, D., & Lyon, T. (2006). The Impact of Virtual Manipulatives on First Grade Geometry Instruction and Learning. Journal of Computers in Mathematics and Science Teaching, 25(4), 373-391.