Ambitious Teaching: Designing Practice-Based Assignments for Integrating Virtual Manipulatives into Mathematics Lessons

Suh, Jennifer M.

doi:10.1007/978-3-319-32718-1_13

Cited by 9 publications

(14 citation statements)

References 10 publications

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“…The evidence presented corroborates Shu [33] findings, regarding the importance of the teacher being able to help students establish connections between mathematical concepts and the manipulation of applets. By creating conditions for differentiated instruction, with individual and collective moments, the learning environment allowed student's autonomous work and minimalist guided intervention of the pre-service teacher [15].…”

Section: Discussion Of the Resultssupporting

confidence: 81%

“…Their integration into the classroom, chosen carefully for an intended purpose and according to their constraints and specificities, is pointed out as beneficial for the understanding of mathematical concepts [30,34]. For this, it is important that the teacher is able to help students to establish connections between manipulation and mathematical concepts, needing to understand and being able to position themselves in each of the dimensions of the TPACK [33].…”

Section: Virtual Manipulativesmentioning

confidence: 99%

“…The digital skills needed to operate VM can be challenging for students. Obstacles that can be overcame with teacher scaffolding, taking advantage of immediate feedback from VM on student error [33]. In a study with pre-service teachers, Suh [33] presents evidence that the participants recognized the importance of understanding how to use technology in order to provide greater equity in the teaching and learning process, while trying to help students overcome shortcomings in their mathematical knowledge.…”

Section: Virtual Manipulativesmentioning

confidence: 99%

“…Obstacles that can be overcame with teacher scaffolding, taking advantage of immediate feedback from VM on student error [33]. In a study with pre-service teachers, Suh [33] presents evidence that the participants recognized the importance of understanding how to use technology in order to provide greater equity in the teaching and learning process, while trying to help students overcome shortcomings in their mathematical knowledge. Also focused on pre-service teachers, Martins et al [19] argue that the use of VM helps future teachers to feel confident and prepared for proper integration of technology in the teaching of elementary mathematics content.…”

Section: Virtual Manipulativesmentioning

confidence: 99%

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Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Silva

Costa

Martins

2021

Communications in Computer and Information Science

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The acronym STEM has been gaining prominence in discussions around the future of Education. With the growing importance of mathematics and technology in the STEM context, it is important that initial teacher education can respond to this challenge. Participation in STEM teaching experiences, which make an appropriate integration of technology, promote the development of professional teaching knowledge related to the TPACK dimensions and motivate pre -service teachers to adopt these teaching practices. We seek to contribute to this discussion with an intervention proposal, implemented during the practice component of pre-service teacher training, which combined Mathematical Modelling as a learning environment with the use of Virtual Manipulatives. A set of tasks supported by the TPACK conceptual model were designed to assist a group of 1st year elementary school to overcome difficulties detected in their learning related to elementary arithmetic operations. Through a qualitative research of interpretative nature and action research design, the analysis of the pre-service teacher performance identified the teaching practice characteristics that contributed to the creation of favourable conditions for self-regulation and co-regulation of students' mathematical learning.

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Section: Discussion Of the Resultssupporting

confidence: 81%

Section: Virtual Manipulativesmentioning

confidence: 99%

Section: Virtual Manipulativesmentioning

confidence: 99%

Section: Virtual Manipulativesmentioning

confidence: 99%

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Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Silva

Costa

Martins

2021

Communications in Computer and Information Science

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“…Its application in the classroom is no guarantee of learning. The teacher must be a mediator of mathematical meanings [19], helping students to establish connections between the manipulation and mathematical concepts [20].…”

Section: Introductionmentioning

confidence: 99%

Learning Scenario to Promote Comprehension of the Meaning of Subtraction

et al. 2021

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The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.

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Teacher Orchestrations of Transitions Within and Beyond Fractions Virtual Manipulatives

Rich

2022

Digit Exp Math Educ

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Incorporating visual representations, rather than strictly relying on symbolic representations, is a research-based strategy for supporting fraction learning. However, students must also make transitions between visual and symbolic fraction representations to apply the conceptual understanding they gained from visual representations to symbolic fraction computation. Virtual manipulatives (VMs) offer opportunities for supporting students in making these transitions, as many fraction VMs integrate visual and symbolic representations into one manipulative. Some VMs also dynamically link the representations, so learners can observe how changes to one representation impact the other. For these features to support students in transitioning among representations, teachers must orchestrate opportunities for students to use and reflect on their use of the features. This study examined how six fourth- and fifth-grade teachers orchestrated opportunities in lesson plans for students to make transitions among the visual and symbolic representations within and beyond fraction VMs. Results showed that teachers used two strategies for orchestrating these transitions: VM choice and direct teacher intervention. Implications of teachers’ uses of these strategies are discussed in terms of what kinds of transition opportunities were made available to students and what professional learning experiences could be needed to support teachers in orchestrating transitions.

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Ambitious Teaching: Designing Practice-Based Assignments for Integrating Virtual Manipulatives into Mathematics Lessons

Cited by 9 publications

References 10 publications

Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Using Mathematical Modelling and Virtual Manipulatives to Teach Elementary Mathematics

Learning Scenario to Promote Comprehension of the Meaning of Subtraction

Teacher Orchestrations of Transitions Within and Beyond Fractions Virtual Manipulatives

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