Analysis of Instructional Support Functions of Virtual Manipulatives Using a Digital Typology Framework
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The purpose of this study systematically analyzed the teaching and learning support featuresoffered by virtual manipulatives, thereby providing fundamental data for the effective useof digital tools in mathematics education. Eleven highly utilized virtual manipulatives wereselected. We analyzed their functionality according to four categories (lesson design, learnerexploration, assessment and feedback, and instructor convenience), which reframe Choppinet al.'s (2014) digital typology to fit the context of virtual manipulative tools. The resultsrevealed that most virtual manipulatives offered basic lesson design support features, suchas curriculum integration, digital manipulative tool templates, and worksheets. However,features such as simultaneous collaborative learning, process recording, and teacherdashboards were only offered on some virtual manipulatives. The analytical frameworkand findings presented in this study provide practical guidance for teachers in selectingand utilizing virtual manipulative tools appropriate to their course objectives and learnercharacteristics.
Abstract
The purpose of this study systematically analyzed the teaching and learning support featuresoffered by virtual manipulatives, thereby providing fundamental data for the effective useof digital tools in mathematics education. Eleven highly utilized virtual manipulatives wereselected. We analyzed their functionality according to four categories (lesson design, learnerexploration, assessment and feedback, and instructor convenience), which reframe Choppinet al.'s (2014) digital typology to fit the context of virtual manipulative tools. The resultsrevealed that most virtual manipulatives offered basic lesson design support features, suchas curriculum integration, digital manipulative tool templates, and worksheets. However,features such as simultaneous collaborative learning, process recording, and teacherdashboards were only offered on some virtual manipulatives. The analytical frameworkand findings presented in this study provide practical guidance for teachers in selectingand utilizing virtual manipulative tools appropriate to their course objectives and learnercharacteristics.