Using Virtual Manipulatives with and without Symbolic Representation to Teach First Grade Multi-Digit Addition.
Jeanine L. Haistings · KU ScholarWorks (The University of Kansas) · 2009
The purpose of this study was to compare two versions of one specific virtual manipulative and the effect their use had on learning. One version contained symbolic representation, while the alternate version did not contain symbolic representation. First grade students and teachers participated in a whole number addition unit taught by the researcher. Students spent two weeks with each version of Base Blocks Addition. Pretests and posttests were given to investigate conceptual and procedural understanding. A third test was given six weeks after the instruction to study retention. Students and teachers were interviewed and surveyed. Statistical analysis revealed no significant difference between the two groups. Qualitative data and a study of mean scores did expose two additional conclusions for these students: using virtual manipulatives without symbolic representation before virtual manipulatives with symbolic representation may have enhanced conceptual understanding, and when presented with two different representations a strong connection was developed.