Conceptual Visibility and Virtual Dynamics in Technology-scaffolded Learning Environments for Conceptual Knowledge of Mathematics

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McLeod, J., Vasinda, S. & Dondlinger, M.J. (2012). Conceptual Visibility and Virtual Dynamics in Technology-scaffolded Learning Environments for Conceptual Knowledge of Mathematics. Journal of Computers in Mathematics and Science Teaching, 31(3), 283-310. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39274.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 31, Issue 3, July 2012
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Julie McLeod, George Washington University, United States; Sheri Vasinda, Oklahoma State University, United States; Mary Jo Dondlinger, Richland College of Dallas County Community College District, United States

Abstract

This article adds to the growing body of research surrounding the use of virtual manipulatives for mathematics learning. The study reported herein used five different virtual manipulatives from four different websites, all within a sixth grade unit on proportional thinking. While many studies have reported on student achievement when using virtual manipulatives, the researchers in this study consider achievement a baseline and evaluated the manipulatives from the perspective of the student, examining aspects of the virtual manipulatives that led to self-regulated learning behaviors, discovery and learning of the underlying mathematical concepts under study, constructive emotional connections to learning and more. From these findings of the study, a Multidimensional Virtual Manipulative Evaluation (MVME) Tool is developed as a means to evaluate the potential effectiveness of a virtual manipulative. Students’ perceptions of welcome versus unwelcome scaffolds are also discussed within the context of virtual manipulatives.

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