Virtual Manipulatives

Virtual Manipulatives:

SUMMARY:

The article “What are Virtual Manipulatives?” begins by defining two types of virtual manipulatives: static and dynamic. Static virtual representations are pictures. We, as people who see these representations, can not interact with them other than to look at them. Dynamic virtual representations are like physical manipulatives but that can be accessed on the computer. The article gives their definition of a virtual manipulative: “A virtual manipulative is best defined as an interactive, Web- based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (page 373). There are many websites that provide virtual manipulatives that can aid students in thinking about, visualizing, and solving mathematical equations. The National Library of Virtual Manipulatives is one of the most extensive collections of virtual manipulatives currently on the web. Virtual manipulatives can aid teachers in their instruction, and students in their learning and homework. When teachers don’t have enough concrete manipulatives for their class they can direct the students to web based manipulatives.

In class we started by talking about the difference between static and dynamic virtual manipulatives. Why are pictures called static manipulatives when they can’t be manipulated? There must have been some generalization that was made early on that developed that name. Then we discussed that the definition of a virtual manipulative that is given in the article comments that the manipulative needs to be related to mathematics. That might be too narrow of a definition. Our discussion then moved to how available these manipulatives are to students (do they have the Internet). Someone asked if there are any statistics to the access that students have to the Internet in our public schools? It’s a great tool, but it’s not good if students don’t have access, either at school or at home. Most classrooms don’t have classroom sets of computers, but there is usually at least one computer in a classroom, and there’s usually at least one computer lab in the school. All students should have access to the Internet. We then talked about the National Library of Virtual Manipulatives. This is a very large collection of virtual manipulatives on the web. A virtual manipulative is something that can run through the browser, are easily accessible, and easily learned. It shouldn’t take more than a minute or two to figure out how in functions (it might take a while to solve problems, or use it, but not long to figure out how to move things around). Our class discussion ended by talking about the boarder between where virtual manipulatives are useful and beneficial for students, and when they can become a hindrance, When they are used in the class the teacher needs to explain why that manipulative is being used and what it is doing.

CRITIQUE:

The part of the article that was least convincing to me was the part that was describing the benefits of using virtual manipulatives in the classroom. They talked about the fact that the virtual manipulatives are more assessable to all students when there aren’t enough concrete manipulatives. A few classroom examples were given. The thing about this part of the paper that I did not like is that I didn’t see a disclaimer telling users to be careful of too much virtual time, or too little explanations before using the manipulatives. I believe that when writers are explaining a new and exciting concept (or in this case method of teaching) they need to be sure to include pro’s and con’s.

From our class discussion, when we talked about how easy virtual manipulatives are supposed to be it made me realize that they can be beneficial when used correctly. I believe now that a virtual manipulative is just as easy to use and understand as concrete manipulatives. Also because of that the fact that they are assessable to every one through the Internet can make them valuable tools of learning. This was an important discussion for me to hear because I have a hard time seeing the benefit in virtual manipulatives when concrete manipulatives have worked in classrooms for so long.

CONNECTIONS:

I believe that math has been taught well for hundreds of years without virtual manipulatives, and it can continue to be taught well without them. But whether I am comfortable with it or now, we are in a time where technology is all around us, and it used for everything. Because of this it is easy to see why virtual manipulatives are being used in classrooms. I need to realize that my students could fall behind other students who are learning the same subjects if I don’t want to use the virtual manipulatives. This could happen because of how technologically advanced students are becoming. I need to encourage my students to learn about technology and learn how to use it to benefit them.