Virtual Manipulatives

In the every present growth of technology in our world, nothing goes unaffected. This is also true regarding manipulatives, as virtual manipulatives are now available. Virtual manipulatives can be defined as “interactive, web-based representations of a dynamic object that presents opportunities for constructing mathematical knowledge” (Moyer, Bolyard & Spikell, 2002, p. 373). These manipulatives are still concrete, though they are not “physical” (Clements and McMillen, 1996). Though students are not able to physically pick up virtual manipulatives they can still move the objects on the computer screen and interact with them. Teachers can integrate these representations into their classroom because they can “be more manageable, “clean”, flexible, and extensible” (Clements and McMillen, 1996, p. 271). The biggest advantage of virtual manipulatives is their interactive capabilities. These manipulatives allow students to see mean and relationships based on the results of their actions (Moyer, Bolyard & Spikell, 2002).

Virtual manipulatives can be both static and dynamic. Static manipulatives, or those which are simply “virtual”, offer pictorial or other forms of representation, however no interaction is permitted for students (Moyer, Bolyard & Spikell, 2002). Dynamic, or true virtual manipulatives, however, allow the students to move, count, change and work with objects on the screen to build an understanding of the concept presented (Moyer, Bolyard & Spikell, 2002).

Virtual manipulatives can also be defined as being static images or representations, computer-manipulated images or representations, or virtual manipulative websites. Those which are static images show a pictorial representations which may change, but the user is unable to change or manipulate the image (Moyer, Bolyard & Spikell, 2002). Computer-manipulated images allow the image or object to be manipulated in response to a students answer or action (Moyer, Bolyard & Spikell, 2002). Finally, a true virtual manipulative offers the physical movement of objects in virtual form, allowing for the greatest amount of manipulation and interaction for the user (Moyer, Bolyard & Spikell, 2002).

According to Clements and McMillen (1996), computer based manipulatives, or virtual manipulatives, offer many advantages. These are:

Computer manipulatives allow for changing the arrangement or representation.

Computers store and later retrieve configurations.

Computers record and replay students' actions.

Computers change the very nature of the manipulative; Students can do things that they cannot do with physical manipulatives.

Computer manipulatives build scaffolding for problem solving.

Computer manipulatives may also build scaffolding by assisting students in getting started on a solution.

Computer manipulatives focus attention and increase motivation. (p. 272-273)

Another great value for virtual manipulatives is their availability and free expense. Often manipulatives can be expensive and many teachers may not be able to afford access to many varieties of manipulatives. By simply searching online teachers can be provided with many manipulatives to use at their choosing (Hodge and Brumbaugh, 2003). Also, these manipulatives can be made available at home, helping both the struggling student and parents who would normally not have access to such tools. Teachers will be able to send home homework with manipulatives that may be of assistance for students if they know they will have access to the materials at home (Moyer, Bolyard & Spikell, 2002). This may also help older students who look at using physical manipulatives as “playing with blocks”. Older students can view virtual manipulatives much like a computer game, aiding the student while retaining confidence in the learner (Moyer, Bolyard & Spikell, 2002).