We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
Physical and Virtual Manipulative Framework Conceptions of Undergraduate Pre-service Teachers.
- Authors
Ortiz, Enrique; Eisenreich, Heidi A.; Tapp, Laura E. K.
- Abstract
The goals of this study were to analyze undergraduate elementary school pre-service teachers' conceptions of physical and virtual manipulative materials using an interpretive framework, and present lessons learned from presenting this framework to them. The framework involved the use of the Concrete, Pictorial and Abstract cognitive levels combined with the Virtual level, or CPVA framework. The Virtual level involves three sublevels: virtual-Concrete, virtual-Pictorial and virtual-Abstract, which were used to describe the capabilities of apps and applets that incorporate digital and dynamic components (the possibility of virtual movement and manipulation on the screen). The CPVA instrument was developed and used to answer two research questions related to participants' understanding of CPVA levels using the framework during a mathematics for elementary school methods course. Pre-, post- and follow-up test scores were analyzed using a one-way repeated measures ANOVA. The participants demonstrated improvement from pre-test to post- and follow-up-tests. However, this improvement was limited by their understanding of the Virtual level.
- Subjects
STUDENT teachers; ELEMENTARY school teachers; CONCEPTION; UNDERGRADUATES; FOLLOW-up studies (Medicine); ELEMENTARY schools
- Publication
International Journal for Mathematics Teaching & Learning, 2019, Vol 20, Issue 1, p62
- ISSN
1473-0111
- Publication type
Article
- DOI
10.4256/ijmtl.v20i1.116