Hands-On Algebra - An Experiential Learning Intervention in Middle School Using Physical and Virtual Manipulatives

Abstract

Is there any difference in knowledge gained from using a virtual object rather than a physical in a learning session? Several studies show the benefit of using manipu- latives for teaching. What is possible using technology changes everyday, including what learning experiences can be created. This makes new research extra relevant for this area of interest. Following an experiential learning intervention of two blocks with pre- and post-tests using virtual and/or physical manipulatives that resulted in a total of four sessions in six classes in Swedish middle school. The mean difference between post- and pre-test was 8.1 percentage units with N=62. Analysing results using a two-way and three-way ANOVA can not statistically confirm if the format of only virtual, only physical or a combination of both impacts mathematical learning differently. However, the format does affects other attributes such as engagement, accessibility and customisability. Manipulatives can be a promising way to teach, and further research with more classes is encouraged.