Durmus and Karakirik (2006) posited that inspirational educational activities and cognitive tools might develop students’ active involvement in the teaching-learning process and promote their reflection on the concepts and relations under investigation…
Download full paperFile format: .doc, available for editing
Download file to see previous pages
117). Physical or real-world features do not define a concrete experience in a mathematical context; it is by how significant the connection is to the mathematical ideas and situations. For example, a student might create the meaning of the concept "four" by building a representation of the number and connecting it with either real or pictured blocks. Virtual manipulatives, also called computer manipulatives, appear to offer interactive environments where students can manipulate computer objects to create and solve problems. Furthermore, perhaps because they are receiving instant feedback about their actions, students then form connections between mathematical concepts and operations. However, whether using physical or virtual manipulatives, it is necessary to connect the use of a specific manipulative to the mathematical concepts or procedures that are being studied (p. 119). Some researchers have observed that some of the constraints inherent to physical manipulatives do not bind virtual manipulatives. Use of models and/or manipulatives gives assessment of mathematical learning a cohesive connection to mathematical instruction (Kelly, 2006). Kelly’s study examines the relationship between mathematical assessment and the use of manipulatives. ...
The use of such assessments in combination with the use of manipulatives should build strong student investment in the teaching-learning process while developing deeper mathematical learning. Physical Manipulatives Relative to the teaching and learning of mathematics, physical, or concrete, manipulatives are three-dimensional objects used to help students bridge their understanding of the concrete environment with the symbolic representations of mathematics (Clements, 1999; Hynes, 1986; Moyer, 2001; Terry, 1996). There has been historical documentation of the use of manipulatives such as the abacus, counting sticks, and of course fingers, prior to the Roman Empire (Fuys & Tischler, 1979). Examples of teacher-made manipulatives include those that use materials such as beans, buttons, popsicle-sticks, and straws (Fuys & Tischler). Today’s teachers have access to a wide variety of commercially available manipulatives designed to aid in the teaching of most elementary mathematical concepts. Examples include Algebra tiles, attribute blocks, Base-10 materials, color tiles, Cuisenaire rods, fraction strips, geoboards, geometric solids, pattern blocks and Unifix cubes. The appearance of commercially made manipulatives in the United States increased during the 1960s after the work of Zolten Dienes and Jerome Bruner was published (Thompson & Lambdin, 1994). Many educators continue to view manipulatives as teaching tools that involve physical objects that teachers use to engage their students in practical and hands-on learning of mathematics. These manipulatives continue to be instrumental to introduce, practice, or remediate mathematical concepts and procedures. Concrete manipulatives come in a variety of physical forms, ranging from grains of rice to
...Download file to see next pagesRead More
Cite this document
(“Differences Between Virtual and Concrete Manipulatives Essay”, n.d.)
Retrieved from https://studentshare.org/education/1397718-differences-between-virtual-and-concrete-manipulatives
(Differences Between Virtual and Concrete Manipulatives Essay)
“Differences Between Virtual and Concrete Manipulatives Essay”, n.d. https://studentshare.org/education/1397718-differences-between-virtual-and-concrete-manipulatives.
Japan is a democratic country which gives huge respect to human rights, freedom of thoughts, liberties etc. On the other hand China is a communist country which gives less respect to human right issues. Democracy helped Japan to establish more friendly relationships with other countries in the world than China.
Teaching students these common geometrical concepts could help them to better understand geometry and acquire the skills and tools necessary to apply it properly. This paper seeks to identify these common geometrical concepts relating to measurement so that they can be given greater attention in class.
If their favorite team wins, it gives them a sense of achievement, ownership, and pride. Football is one of the most watched games. The soccer match aims to gain points by carrying the ball across opponents and eventually kicking the ball through the posts.
The chancellors decided the cases that were brought before them according to their own conscience and discretion, i.e. petitioners had no automatic right to a remedy.
The common law usually developed after the Norman Conquest because of a strong Central government and the extensive use of the prerogative of the King.
Due to the importance of the subject matter managers must realize that groups and teams in the workplace are different concepts. Workplace diversity has also become a major issue in the 21st century. The purpose
In an essay written by Anna Quindlen, “Public & Private; A Pyrrhic Victory,” it is noted how the writer fervently defends the distribution of condoms in public schools. She emphasizes her standpoint by quoting statistics such as “in 1992 [Dr. Cohall’s] three
Teachers have, therefore, adopted two of the most popular theories of Piaget and Vygotsky, into their teaching activities. Through the practices and guidelines provided by these theories, they are better placed to help their students achieve more. Development refers to any process of change and stability that takes place throughout the period of human life.
Microeconomics is the study of individual household’s behavior and decision making of firms on the distribution of limited resources. It can be simplified by saying that microeconomic is the study of markets. (Fogiel )
On the other hand
It is from these documentations that scientific evidence indicates that several factors in the human body influence maturation and somatic growth. Information regarding differences that exist between children and adult is very important in education because it helps to devise appropriate techniques of handling children.
Differences between Realism and Neo-realism.
Realism and neo-realism are theories of international relations; a theory is a thought that might be tested. Scientists define a theory as not simply a speculation, but a fact-based outline that describes certain incidences.
7 Pages(1750 words)Essay
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Save Your Time for More Important Things
Let us write or edit the essay on your topic
"Differences Between Virtual and Concrete Manipulatives"
with a personal 20% discount.