Differences between Concrete and Virtual Manipulatives - Thesis Example

The use of concrete manipulatives in the classroom such as Cuisenaire rods, mini cubes, patterned blocks, fraction slices, base-ten blocks, and square tiles enabled students to forge relationships with the abstract thus assisting students in observing a more practical application of mathematics. Since the 21st century, however, it was found that these instruments are too elementary especially when instructors attempt to re-introduce the same concepts to upper-level high school or even college students.

Also in the technological age when computers continue to evolve and pervade the classroom, students are averting their attention to more virtual presentations. As such, programs on virtual manipulatives have been engineered to stimulate learning, engage and encourage the youth to be technology-savvy. By testing the different contributions of both concrete and virtual manipulatives in a 10th-grade setting, findings would confirm the advantages and even disadvantages of each technique for this particular age bracket (15-16 years).

It was expected that concrete manipulatives be more effective for younger minds in elementary school than with an older studentship. Moreover, it was estimated that the virtual manipulatives would be best suited for the upper students in view of the sweeping popularity of computers in the classroom and their familiarity with items of a technological nature. Standardized tests are referred to those compulsory assessments taken at the termination of every school year by students. These examinations determine the success rate of students to understand the subject taught, of teachers and by extension, schools to communicate information to produce high-achieving students.

The effectiveness of standardized tests is very hotly debated especially with the implementation of the No Child Left Behind Act (2001). On one hand, standardized tests regard to use the results of specifically stated standards to measure proficiency levels of students in Mathematics, English and Science. The enforcement of the No Child Left Behind Act has introduced more standardized tests and as a consequence, helped plunge Mathematics scores for American students.