Abstract

The purpose of this study was to examine pictorial representations, whether in static or dynamic modalities, and their impact on student learning in a classroom with low-achieving students. The investigation emerged from a classroom teacher's action research project. During a three-week fraction unit, nineteen third-grade low-achieving students participated in two groups--a Dynamic Virtual Manipulatives (DVM) group using virtual manipulatives, and a Static Pictorial Models (SPM) group using pictorial models. Students in both the DVM and SPM groups showed significant improvements between the pre- and post-tests of fraction concepts. Students' visualization skills increased while using pictorial models, in both the static and dynamic modalities. (Contains 1 table.)

Citation

Moyer-Packenham, P.S., Ulmer, L.A. & Anderson, K.L. (2012). Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction. Journal of Interactive Online Learning, 11(3), 103-120. Retrieved January 28, 2023 from https://www.learntechlib.org/p/113673/.

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Keywords

• action research
• Computer Uses in Education
• educational technology
• Elementary Education
• Elementary School Mathematics
• Grade 3
• Instructional Effectiveness
• Low Achievement
• Manipulative Materials
• Mathematical Concepts
• Mathematics Instruction
• Pictorial Stimuli
• Pretests Posttests
• teaching methods
• Visualization