Virtual manipulatives for mathematics are digital representations of physical mathematics manipulatives used in

classrooms A classroom, schoolroom or lecture room is a learning space in which both children and adults learn. Classrooms are found in educational institutions of all kinds, ranging from preschools to universities, and may also be found in other place ...

. The goal of this technology is to allow learners to investigate, explore and derive mathematical concepts using concrete models. Common manipulatives include base ten blocks,

coins A coin is a small object, usually round and flat, used primarily as a medium of exchange or legal tender. They are standardized in weight, and produced in large quantities at a mint in order to facilitate trade. They are most often issued by ...

, 3D blocks, tangrams,

rulers A ruler, sometimes called a rule, scale, line gauge, or metre/meter stick, is an instrument used to make length measurements, whereby a length is read from a series of markings called "rules" along an edge of the device. Usually, the inst ...

, fraction bars, algebra tiles,

geoboard A geoboard is a mathematical manipulatives, mathematical manipulative used to explore basic concepts in plane geometry such as perimeter, area and the characteristics of triangles and other polygons. It consists of a physical board with a certai ...

s, geometric planes, and solid figures.

Use in special education

Virtual math manipulatives are sometimes included in the general academic curriculum as assistive technology for students with physical or mental

disabilities Disability is the experience of any condition that makes it more difficult for a person to do certain activities or have equitable access within a given society. Disabilities may be cognitive, developmental, intellectual, mental, physica ...

. Students with disabilities are often able to still participate in activities using virtual manipulatives even if they are unable to engage in physical activity.

* Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2000). What are virtual manipulatives? nline ''Teaching Children Mathematics,'' 8(6), 372-377. Available
- My NCTM
*Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children's use of virtual manipulatives and other forms of mathematical representations. In W. J. Masalaski & P. C. Elliot (Eds.), ''Technology-Supported Mathematics Learning Environments'' (pp. 17–34). Reston, VA: National Council of Teachers of Mathematics. *Ortiz, Enrique (2017).Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning. ''Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST): The Journal (Technology)'', ''3'', pp. 1–14. Retrieved fro
Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal -- Volume 1
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*Ortiz, Enrique, Eisenreich, Heidi & Tapp, Laura (2019). Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers. ''International Journal for Mathematics Teaching and Learning'', ''20''(1), 62-84. Retrieved fro
Physical and Virtual Manipulative Framework Conceptions of Undergraduate Pre-service Teachers

External links

Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning.
o
Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal -- Volume 1Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers.

References

{{Reflist * Mathematical manipulatives

Use in special education

Further reading

External links

References