A%20Comparison%20of%20Concrete%20and%20Virtual%20Manipulative%20Use%20in%20Third-%20and%20Fourth-Grade%20Mathematics

1
A Comparison of Concrete and Virtual Manipulative
Use in Third- and Fourth-Grade Mathematics

• Barbara A. Burns
• Ellen M. Hamm

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Purpose

• Compare the effects of virtual (computer-based)
  and concrete (hands-on) manipulatives on student
  understanding of fractions and symmetry
• Add to the research on the topic which is limited
• Add clarity to the choice between concrete and
  virtual manipulatives

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Existing Studies

• Anisa (1999)
• Students responded favorably to both suggested
  combining them
• Olkun (2003)
• Virtual group improved slightly more
• Younger kids did better concrete
• Steen et al. (2006)
• No statistical difference

4
Authors Study

• 3rd graders
• 102
• 4 groups
• fractions
• 4th graders
• 54
• 3 groups
• symmetry

5
Authors Results

• Groups using both types of manipulatives showed
  improvement
• The difference was not statistically significant
• When asked about the experience, more students
  commented about enjoying the virtual more