User:BarbourLA/Virtual Math Manipulatives

Introduction
Virtual math manipulatives are visual representations of concrete math manipulatives that are digitally accessed through a variety of websites or apps on digital devices including tablets, phones and computers. Virtual math manipulatives are modeled after concrete math manipulatives that are commonly used in classrooms to concretely represent abstract mathematical concepts and support student understanding of mathematical content.

Common manipulatives include:  base ten blocks, coins, blocks, tangrams, rulers, fraction bars, algebra tiles, geoboards, geometric plane, and solids figures. Students can engage virtually/digitally with the manipulatives mimicking the use the of the concrete math manipulatives.

Advantages and Disadvantages
Classroom studies were conducted which investigated virtual manipulatives. The studies compare virtual manipulatives to concrete manipulatives and discuss some of its implications.

Advantages
The observed learning benefits of virtual manipulatives includes providing detailed instruction and prompt evaluation for assigned tasks. Students were seen to apprehend concepts better since this style of learning appeals to digital natives. Virtual manipulatives can often provide explicit connections between visual and symbolic representations. Moreover, it signals to students when they’ve made a mistake which encourages them to reflect and revisit answers accordingly. Lastly, virtual manipulatives prove to be more convenient because it is more likely accessible at home than concrete manipulatives. Examples of websites or apps pertaining to virtual manipulatives for mathematics that educators use in their classrooms with students are such as Math Playground Manipulative, Math Learning Centre, Mathigon Manipulatives, Toy Theatre Manipulatives.

Disadvantages
In comparison to concrete manipulatives, virtual manipulatives lack opportunities for learners and educators to physically touch objects, this is an immense disadvantage for kinesthetic learners. Educators are unable to follow learners thought process making it difficult to understand their comprehension levels. Moreover, virtual manipulatives are a form of digital learning. One of the drawbacks of digital learning is an increase in computer dependence as it limits students learning abilities. It does not encourage learners to independently find answers and locate their mistakes. Teaching preferences often include guiding students through answers only when they are unable to grasp content or find difficulty comprehending questions. Lastly, Hunts et al.state that learning mathematics through the use of virtual manipulatives feels more like a "do" experience rather than a learn and explore learning experience.

Special Education
Although relatively new, virtual manipulatives can support learning mathematics for all students which includes those with learning disabilities and ELL learners. If they are used wisely, virtual manipulatives can provide students with opportunities for guided discovery which can help them to build a better understanding of mathematical concepts and ultimately exhibit measurable learning skills. Virtual manipulatives can be included into the general academic curriculum as assistive technology and should not just be used for its novelty.

Studies on the use of virtual manipulatives in mathematics for students with learning disabilities advocate the use of virtual manipulatives in mathematics for students with learning disabilities as it can favour:

Practicality: Virtual manipulatives help where physical manipulation is not physically possible, it offers opportunities for repeated practice, it is accessible (i.e. accessed by phones, ipads, etc.) and cost effective (i.e. free or low cost).

Student independence: Virtual manipulatives allow for instant feedback and built-in scaffolding, which allows for individualized instruction and for students to build on their learning skills independently and effectively, without the presence of a teacher. Virtual manipulatives offer students the opportunity to double check their work and have visual representations of mathematical problems to solve.

Learning beyond the classroom: Virtual manipulatives provide opportunity for learning outside the classroom, as it is transportable. It can also allow students to share their results with their teacher beyond the classroom.

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Considerations for Stakeholders
To effectively use virtual manipulatives in mathematics, stakeholders should: assess the severity of student’s learning and cognitive disabilities as well as their needs prior to implementing virtual manipulatives ; evaluate mathematical applications using rubrics for students with learning disabilities to validate the effectiveness of the application in connection with the learning goals ; consider the lack of or limited access to technology and funding in some schools ; and evaluate student engagement to ensure that students are actively learning and achieving learning goals through the use of virtual manipulatives.