A Comparison of Concrete and Virtual Manipulative Use in Third‐ and Fourth‐Grade Mathematics

Abstract

The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands‐on) manipulatives as compared with virtual (computer‐based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest–posttest design was employed with a sample of 91 third‐grade students and 54 fourth‐grade students who were randomly assigned to complete a lesson using either concrete or virtual manipulatives. Students used a variety of manipulative materials during the lessons. Results of the posttest suggest that student learning was unchanged by lesson condition.

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