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Utah State University

Teacher Education and Leadership Faculty Publications

Virtual manipulatives

2016

Articles 1 - 2 of 2

Full-Text Articles in Education

An Examination Of Children’S Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps, Christina M. Watts, Patricia Moyer-Packenham, Stephen I. Tucker, Emma P. Bullock, Jessica F. Shumway, Aria Westenskow, Jennifer Boyer-Thurgood, Katie Anderson-Pence, Salif Mahamane, Kerry Jordan Nov 2016

An Examination Of Children’S Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps, Christina M. Watts, Patricia Moyer-Packenham, Stephen I. Tucker, Emma P. Bullock, Jessica F. Shumway, Aria Westenskow, Jennifer Boyer-Thurgood, Katie Anderson-Pence, Salif Mahamane, Kerry Jordan

Teacher Education and Leadership Faculty Publications

The purpose of this study was to examine shifts in young children's learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool to analyze video data from two camera sources (i.e., GoPro camera, wall-mounted camera). Our results showed that it is possible to document evidence of shifts in children's learning progressions while they are interacting with mathematics apps on touch-screen devices. Our results also indicated patterns ...


How Affordances And Constraints Of Physical And Virtual Manipulatives Support The Development Of Procedural Fluency And Algorithmic Thinking In Mathematics, Jennifer Such, Patricia Seray Moyer-Packenham Jan 2016

How Affordances And Constraints Of Physical And Virtual Manipulatives Support The Development Of Procedural Fluency And Algorithmic Thinking In Mathematics, Jennifer Such, Patricia Seray Moyer-Packenham

Teacher Education and Leadership Faculty Publications

The purpose of this study was to examine how the affordances and constraints of physical and virtual manipulatives influence the development of students’ algorithmic thinking when learning algebra and rational number concepts. Thirty-six third-grade students participated in two weeks of instruction using physical and virtual manipulatives as instructional tools. The primary design of the study was a teaching experiment in which quantitative and qualitative data were collected to provide a holistic examination. Pre- and post-test items were used in the quantitative analysis following a within-subjects crossover repeated measures design. Students’ written work, a user survey, student interviews, field notes, and ...