Article Summary: Virtual Manipulatives on the Interactive Whiteboard

Mildenhall, P., Swan, P., Northcote, M., & Marshall, L. (2008). Virtual Manipulatives on the Interactive Whiteboard: A Preliminary Investigation. Australian Primary Mathematics Classroom, 13(1), 9-14.

This article focuses on the use of virtual manipulatives and an interactive whiteboard to enhance mathematics instruction. They begin by explaining that virtual manipulatives are just that, an online representation of the actual, physical manipulative that would be used in the classroom. 

The article describes how these virtual manipulatives are being used in classrooms globally. They discuss different sites that teachers have used with their students in whole-class, small group, and independent settings. In a classroom in the United States, a teacher created a program similar to a geo-board where students could manipulate virtual rubber bands to create shapes on the board. One benefit discussed in using this technology was that students could differentiate the bands/shapes created by using multiple colors. Another program used was a digital quilt maker where students could use geometric shapes to make a quilted pattern.  Three of the teachers from the sample group were involved in creating the National Library of Virtual Manipulatives. This site provides the virtual versions of existing physical manipulatives.

Also discussed in the article was the most common hinderance to using concrete manipulatives was classroom management, however with virtual manipulates there were these advantages, "

• it is possible to record and store users’ movements; 

• they are freely available on the Web; 

• parents and students can use these virtual manipulatives from their home computers; 

• teachers who may be reluctant to send home concrete manipulatives for students’ use may be more likely to give assignments to students who have access to virtual manipulatives through their home computers; 

• there is potential for alteration" (Mildenhall, Swan, Northcote, & Marshall, 2008, p. 11).

The article goes on to describe how the Interactive Whiteboard (IWB) can be used to introduce the use of virtual manipulatives to students through displays and visual representations. Teachers reported that the focus of students increased with the use of the IWBs. It was important to note that for the IWB to be effective it should be done in a way where students feel like they are apart of a community of learners. An example of a lesson on fractions with the use of the virtual manipulatives was used. Students were to use trapezoids and triangles to create fractions inside of a hexagon.

Some recommendations by this article include using the virtual manipulatives just like you would physical manipulatives. Having students apply these manipulatives to their math curriculum. When using the technology, it should be done in a setting where students feel like they are working together to solve these problems and use the virtual manipulative tools. 

Overall this article made some good points. One of the points made that really stuck with me was how these online tools can be used by a multitude of people and students. Teachers who are reluctant to send home concrete manipulatives with students can have students refer back to these sites where they can use the virtual materials at home without the fear of them never returning to school. However, as amazing as that sounds, I know that not all students will have access to internet at home and that is a limiting factor to this resource. 

I also loved the thought that using the virtual manipulatives helped with the classroom management. In my classroom of first grade students, any time we use concrete manipulatives we have to go over the rules of the use of them and almost always there is one student who does not use them in the way the are expected to be used. As with most things, there are advantages and disadvantages to the technologies explored in this article.