Effective Use of

Virtual
Manipulatives to
Build Conceptual
Understanding in
a Virtual Space.
By
Conroy Hall
Abstract
 This webinar will enrich participants with the knowledge and
skills to effectively and efficiently use the available virtual
manipulatives to enhance critical thinking in a virtual
classroom. This webinar will also seek to practically illustrate
the best and most effective ways to use virtual manipulatives
to:
 capture students' interest in Mathematics and Science;
 reinforce technological skills among students;
 motivate students to perform;
 offer students an alternative learning modality;
 offer students out of class practice and exposure to concepts;
 supplement traditional laboratory activities;
 offer experimental skills with materials that are not readily
available in schools.

 Objectives
 Define virtual manipulative
 Explain the meaning of conceptual understanding.
 Discuss the different types of virtual manipulatives.
 Discuss tools to convert simulation to tutorials.
 Identify free online and offline virtual manipulatives
 Discuss ways to identify suitable manipulatives.
 Critique of the use of virtual manipulatives
Examine This Cartoon

Taken http://www2.sjs.org/friedman/PhysAPC/images/C&H_math2.gif
 How can you use this
simulation in your class?
 Conceptual Understanding
 Conceptual mathematics understanding is knowledge
that involves a thorough understanding of underlying
and foundational concepts behind the algorithms
performed in mathematics (Hope, 2006).
 Clement (2008) discusses a range of types of
conceptual change such as modifying an existing model
by adding, removing, or changing elements; creating a
new model (that has not grown out of an existing
model); or replacing a concept with an ontologically
different concept. He argues that all of these types of
conceptual change are applicable at times, so a variety
of different teaching strategies will be needed, possibly
even within a single class.
 Virtual Manipulative
 A virtual manipulative is defined as “an interactive, Web-
based visual representation of a dynamic object that
presents opportunities for constructing mathematical
knowledge” (Moyer, Bolyard, and Spikell 2002, p. 373).

 Virtual manipulatives are digital “objects” that resemble

physical objects and can be easily manipulated in the
same ways as their authentic counterparts.
 Types of Virtual Manipulatives
 There are two types of virtual manipulatives; static and
dynamic manipulatives.

 Static virtual representations includes pictures or visual

images that are associated with pictures or drawings on an
overhead. They resemble concrete manipulatives, but they
cannot be manipulated in the same way as concrete
manipulatives. They are only virtual because of virtue of
the dependency on electronic output devices - for example
mathematics or science worksheets and graphs.
Dynamic Virtual Manipulatives
 Dynamic virtual manipulatives are representations of
concrete manipulatives that are presented on an
electronic output screen version of the sorts of visual
images associated with pictures in books or drawings
on an overhead. These manipulatives can be
manipulated, just as a concrete manipulative can..”

Simulations Combined Pictorial and Numeric

Types of Dynamic Virtual Manipulatives

 There are three types of dynamic virtual manipulations:

➢ Applet: any JAVA program that performs one specific task;
sometimes running within the context of a larger program,
perhaps as a plugin.

➢ Excelets are “interactive Excel spreadsheets or simulations

of mathematical models that use Excel platform.

➢ Flashlets are “interactive Adobe Flash or simulations of

mathematical models that use Adobe Flash platform.
Types of Dynamic virtual
Manipulatives
 Geogelet : based on
GeoGebra

 HTMLET : based in
HTML 5
Figure . Pedagogical map for mathematics analysis software
(Pierce & Stacey, 2010, p. 6)
Benefits of Virtual Manipulatives:

 capture students' interest in mathematics and science.

 reinforce technological skills among students.
 motivate students to perform.
 offer students an alternative learning modality.
 offer students out of class practice and exposure to a concept.
 supplement traditional laboratory activities.
 offer experimental skills with materials that teachers are unable to
obtain or that are prohibited from use in schools
 Adaptability to fit any lesson well.
 Inexpensive. Virtual manipulatives are free online!
Choosing a Virtual Manipulative

 Several factors should be considered when selecting virtual

manipulatives:
 Can the level of difficulty be adjusted for different
students?
 What type of feedback do they provide?
 Will teachers need to provide feedback and support?
 How clear are the instructions for use?

For more information on virtual manipulatives, see What Are

Virtual Manipulatives, by Moyer, Bolyard, and Spikell
(Moyer, Bolyard, & Spikell, 2002).
Considerations for Teachers
 Ensure that the computers support the software for
the virtual manipulatives before implementation in
the class.
 Employ inquiry method with your students ( let the
students play around with the virtual manipulatives
until they can figure it out).
 Ensure you choose the appropriate virtual
manipulative that will enhance the planned lesson.
 Ensure that that manipulative does not take more
than 60% of the lesson.
 You can use physical manipulatives with virtual
manipulative so as improve motor skills.
 Correct Level of Difficulty

 Do the students have the skills to use the

technology?
 Does the technology assist the students in
getting the desired results?
 Do the students already know what is being
taught?
 Was the technology adequate for the task?
Important Questions for evaluating a
virtual manipulative site
 Is the site easy to find?
 Are parts of the site easy to us?
 Are the instructions clear on every page?
 Are the image dynamics and interesting?
 What type of learning can be achieved using the
site?
 Does the site offer flexibility?
 If questions are asked, is some type of
constructive feedback presented?
 Can it be used for a virtual lab?
 Can the information be used on offline?
 Sources of
Manipulative
Virtual labs
 http://www.floridastudents.org/PreviewResource/Preview/512
89 : mathematics virtual labs
 Houghton Mifflin Harcourt
 Glencoe
 Wisweb
 Shodor Interactive Activities
 The National Library of Virtual Manipulatives (NLVM)
 Illuminations Activities
 MSTE Applets
 NCTM E-Examples
 Math Playground
 McGrawHill Virtual Manipulative Toolkit
 MathTools
 MisterTeacher
 http://highered.mheducation.com/sites/0078035651/student_v
iew0/virtual_manipulative_kit.html#
Sources Of Virtual Manipilatives
 https://www.vascak.cz/physicsanimations.php
 https://www.nctm.org/Classroom-
Resources/Illuminations/Interactives/WSP-
Pythagorean-Review/
 http://www.learnalberta.ca/content/mejhm/ind
ex.html?l=0
 http://interactivesites.weebly.com/coordinates.
html
 http://www.mathplayground.com/math_manipul
atives.html
 Chemistry Simulations
 https://ch301.cm.utexas.edu/simulations/js/ideal
gaslaw/
 http://htv-au.vlabs.ac.in/#
 http://vlab.amrita.edu/
 PhET Interactive Simulations
 (http://nlvm.usu.edu/),
 http://mathforum.org/mathtools/)
 http://shodor.org/interactive/index.html).
Virtual Manipulatives For
Laptops and Mobile Devices
 Phet at https://phet.colorado.edu/_m/
 Geogebra at
https://www.geogebra.org/materials
 LabINAPP at
Lhttps://labinapp.com/virtual-labs/
 http://mw.concord.org/
STEM Manipulative

Physion :
https://physion.en.uptodown.com/windows
Sample Virtual Manipulative that is
related to Real-life Setting

http://www.learnalberta.ca/content/mejhm/inde
x.html?l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.
JR.NUMB.FRA&lesson=html/object_interactives/fr
actions/use_it.html
Comparing
Simulations on
Fractions
Complete the previous slide
with these sites.
 https://www.geogebra.org/m/FWt3cACR
 https://www.edumedia-
sciences.com/en/media/850-fractions
 http://www.shodor.org/interactivate/activiti
es/FractionFour/
 https://phet.colorado.edu/en/simulation/fra
ctions-equality

Can these sites help your better help your

students to understand the following concept
fractions?
 Fraction Difficulties
Consider the sum:
12 7
+
13 8
Which of the following numbers are closest to this sum?
a) 1 b) 2 c) 19 d) 21

55% of 13-year-olds chose either 19 or 21.

- NAEP
Conceptual Questions

I am tiling a floor. So far, I have tiled the shaded part of the

floor diagram below.

What fraction of the floor has been tiled?

___________

Circle the larger fraction in each pair. The first one is done for you.

(a) (b) (c) (d) (e)

1 3 4 2 6 5 7 83 14 13
4 4 9 3 5 6 6 90 13 12
Types of Questions
With Virtual
Manipulatives
Different Types of
Questions

Direct or Closed Question

Open Ended Question

Driving Question
 Different Types of Questions
Closed-ended Questions Open-ended Questions

What is gestation period of Tell me about gestation

a cow? period for a cow
Does frictional force act on Describe the forces acting
a parachute? on a parachute
Did you get the answer for How did you get to that
weight? answer for weight?
Definition in Facts/
own words characteristics

Driving
Question

Examples Non examples

 Quality Driving Questions
Are
 Provocative
 Open-ended
 Go to the heart of a discipline or topic
 Challenging
 Can arise from real-dilemmas that students find
interesting
 Consistent with curricular standards and frameworks
 Comparing
Simulations on
Capacitors
Sample Offline
Activity
for Teachers
Activity 1

 Visit http://www.mrreddy.com/geometrytoolbox.swf
and download the Flashlets . Explore how you would
use it to teach geometry at CSEC and Cape.
 Activity 2
Group activity
1. Each member download SSP from
http://itfeature.com/free-statistical-software .
2. Explore the software and view the demonstration of the
software. embed the simulation in a PowerPoint.
3. Demonstrate how you would use the software to teach a
concept at the Cape or CSEC level.
 Activity 3

 Visit :
https://link.springer.com/content/pdf/10.1007
%2F978-3-319-33666-4.pdf. Read Digital
Assessment on page 12.
 Introduction to
Microsoft
Mathematics and
Graph 4.2
Microsoft Mathematics

Microsoft Mathematics is a free, powerful

computer algebra system with a friendly
user interface. It works in parallel with your
teaching to help students stay engaged in
math and science. Algebra and geometry
students benefit from fast, clear equation-
solving, while more advanced students get
help in subjects such as calculus,
trigonometry, physics, and chemistry.

41
 Download Microsoft Math 4.0
 https://www.microsoft.com/en-
us/download/details.aspx?id=15702
 http://nlvm.usu.edu/en/nav/vlibrary.html
Software to Play Flashlets

 a web browser like Firefox, Edge, or

Internet Explorer is capable of opening
SWF
 http://www.swffileplayer.com/
Other Virtual
Manipulatives
Flash animation
 https://sites.google.com/site/physicsflash/home
 https://www.edumedia-sciences.com/en/node/62-mechanics
 https://www.edumedia-sciences.com/en/node/402-forces
 http://www.vplab.co.uk/
 Design Simulation: Makers of Interactive Physics construction
software.
 Merlot: A collection of high quality interactive online learning
materials sponsored by the CSU
 Flash Animations for Physics - University of Toronto
 Vector Arithmetic
 Physics Applets
 Fowler's Physics Appliets
 Logal: Makers of the Explorer series of simulated experiments
 Virtual Lab: University of Oregon physics collection
 Light & Optics: Simulations from Florida State University
 http://www.didax.com/newsletter/pdfs/virtual_manipulatives_211047
.pdf
 http://www.math-aids.com/
 http://www.mediafire.com/download/2q87fbp2m5bm2vs/Algebrator.
v4.1.zip
 http://publisher.brothersoft.com/alex-ganelis.html
 http://research.shu.ac.uk/geogebra/GIS_Guides/geogebra%20worksh
eet%201.pdf
 http://a4a.learnport.org/page/linear-functions
 http://www.mathedpage.org/func-diag/applets/
 http://smartr.edc.org/mathequations
 http://www.walter-fendt.de/m14e/
 https://phet.colorado.edu/en/simulations/category/math
 http://a4a.learnport.org/page/algebra-tiles
 http://www.shodor.org/interactivate/activities/
 http://www.analyzemath.com/: worksheets
 http://nova.saisd.net/storage/uploads/Math/virtualtools.pdf :
Virtual tools
 http://www.ct4me.net/math_manipulatives_2.htm#Manipulative
s : list of virtual tools
 http://weelookang.blogspot.com/2012/12/innergy-award-
writeup-2013-physics-by.html
 http://www.stefanelli.eng.br/en/download-simulator-measuring-
instruments.html
 http://nlvm.usu.edu/en/nav/topic_t_2.html
 http://www.teachmathematics.net/page/2958/algebra-virtual-
manipulatives
 http://kitses.com/animation/swfs/digestion.swf
 https://www.biologycorner.com/bio1/index.html#taxonomy
 http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS
12/LS12.html : virtual lab
 https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualL
abs.html
 http://www.compassproject.net/sims/pulley.html : pulley simulation
 https://msu.edu/~stemproj/flash/length_place_units/pencil_length.html
 Length Virtual Manipulatives and Simulations
 Area Virtual Manipulatives and Simulations
 Volume Virtual Manipulatives and Simulations
 Teacher-Developed Examples of Virtual Manipulatives and
Simulations Lessons
 http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/
 Ywhmaths:
http://www.similarsites.com/goto/ywhmaths.webs.com?searchedsite=y
whmaths.webs.com&pos=0
 H2Maths Applets : http://h2maths.webs.com/
 http://www.analyzemath.com/download/download.html
 References
 Clement, J. (2008). The role of explanatory models in teaching for conceptual
change. In S. Vosniadou (Ed.), International handbook of research
on conceptual change (pp. 417-452). New York: Routledge.
 Clements, D. H. (1999). Concrete' manipulatives, concrete
ideas. Contemporary Issues in Early Childhood, 1(1), 45-60.
[Update online]. Retrieved
from http://www.gse.buffalo.edu/org/buildingblocks/Newsletters/Concrete
_Yelland.htm
 Hope Marchionda., 2006. Preservice teacher procedural and conceptual
understanding of fractions and the effects of inquiry based learning
on this understanding. Unpublished Doctoral Dissertation.
Clemson University.
 Lin, C. (2010). Web-based instruction on preservice teachers’ knowledge of
fraction operations. School Science and Mathematics, 110(2), 59-
71.
 Moyer, Patricia S., Johnna J. Bolyard, and Mark A. Spikell. “What Are Virtual
Manipulatives?” Teaching Children Mathematics 8 (February
2002): 372–77
 Moyer-Packenham, P. S., & Suh, J. M. (2012). Learning mathematics with
technology: The influence of virtual manipulatives on different
achievement groups. Journal of Computers in Mathematics and Science
` Teaching, 31(1), 39-59. .
 Moyer-Packenham, P. S., Salkind, G., & Bolyard, J. J. (2008). Virtual
manipulatives used by K-8 teachers for mathematics instruction:
Considering mathematical, cognitive, and pedagogical
fidelity. Contemporary Issues in Technology and Teacher Education,
8(3), 202-218. Association for the Advancement of Computing in
Education (AACE). Retrieved
fromhttps://www.learntechlib.org/index.cfm?fuseaction=Reader.
ViewFullText&paper_id=26057
 Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children’s use of
virtual manipulatives and other forms of mathematical representations. In
W. J. Masalski & P.C. Elliott (Eds.), Technology-Supported Mathematics
Learning Environments, 67th Yearbook (pp. 17-34). Reston
 Reimer, K., & Moyer, P. (2005). Third graders learn about fractions using virtual
manipulatives: A classroom study. Journal of Computers in Mathematics and
Science Teaching, 24(1), 5-25.
 Ruzic, R. & O’Connell, K. (2001). Manipulatives. National Center on Accessing the
General Curriculum: http://www.cast.org/ncac/index.cfm?i=1666
 Suh, J. M. (2005). Third graders' mathematics achievement and representation
preference using virtual and physical manipulatives for adding fractions and
balancing equations. Unpublished doctoral dissertation, George Mason
University, Fairfax, Virginia.
Questions