The Influence of Different Virtual Manipulative Types on Student-Led Techno-Mathematical Discourse

Autor/inn/en	Anderson-Pence, Katie; Moyer-Packenham, Patricia
Titel	The Influence of Different Virtual Manipulative Types on Student-Led Techno-Mathematical Discourse
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 35 (2016) 1, S.5-31 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Computer Simulation; Manipulative Materials; Computer Uses in Education; Mathematics Instruction; Influences; Grade 5; Elementary School Students; Elementary School Mathematics; Discussion; Discourse Analysis; Statistical Analysis; Generalization; Cooperation + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Hilfsmittel; Computernutzung; Mathematics lessons; Mathematikunterricht; Influence; Einfluss; Einflussfaktor; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Diskussion; Diskursanalyse; Statistische Analyse; Co-operation; Kooperation
Abstract	This exploratory study examined the influence of different virtual manipulative (VM) types on the nature of student pairs' techno-mathematical discourse (TMD). Three fifth-grade student pairs participated in 9 sessions of mathematics instruction using VMs. The study compared three VM types: linked, pictorial, and tutorial. Students' levels of discourse in generalization, justification, and collaboration were measured while working with each VM type. One-way ANOVAs indicated statistically significant differences in the quality of student discourse when using the different VM types. When working with linked VMs, students' discussions reflected consistently higher levels of discourse than when working with pictorial or tutorial VMs. However, pictorial VMs were associated with the largest amount of student to student discussion. The results of this study suggest that in order to encourage meaningful TMD, teachers should choose VMs with features that link multiple representations. The results of this study also indicate that for these pairs, tutorial VMs did not encourage meaningful student to student mathematical discourse. The patterns and trends identified in this study contribute to the existing literature on the complex issues that surround mathematical discourse and the use of technology in the classroom. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01