Concrete manipulatives vs virtual manipulatives: Which type of manipulative is the most effective at improving attitudes towards mathematics within a group of secondary school students?

Student,, A. (2016) Concrete manipulatives vs virtual manipulatives: Which type of manipulative is the most effective at improving attitudes towards mathematics within a group of secondary school students? Undergraduate thesis, University of Chichester.

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Abstract

This research was aimed at identifying which type of manipulative improves students’ attitudes and achievements in mathematics lessons the most. Additionally to this, teachers’ feelings towards the use of manipulatives were also investigated. The sample consisted of 62 students and 6 mathematics teachers, with action based research and questionnaires applied to gather data.
The findings suggested that both concrete and virtual manipulatives do improve students’ attitudes towards mathematics; reiterating the work of previous educational researchers. Furthermore, the data emphasised that both types of manipulatives in fact did not improve the academic improvement, but instead hindered it.
Contrary to the literature studied in the research, the findings highlighted that there was no statistical difference between concrete and virtual manipulatives in effectiveness for improving students’ attitudes or academic achievement in mathematics.
The findings from the teacher questionnaire highlighted a need for more training surrounding both concrete and virtual manipulatives. This stems from a lack of confidence and initial training, in spite of the teacher’s previous experiences. Despite this, staff seemed open and positively minded towards using either type of manipulative in mathematics lessons.

Item Type: Thesis (Undergraduate)
Additional Information: BSc (Hons) Mathematics and Teaching
Uncontrolled Keywords: maths, mathematics, manipulatives, concrete, virtual
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics
Divisions: Departments > Education
Undergraduate Dissertations
Depositing User: Ruth Clark
Date Deposited: 11 Oct 2017 10:45
Last Modified: 11 Oct 2017 11:19
URI: http://eprints.chi.ac.uk/id/eprint/3050

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