Bringing the abstract to life: the role of physical and virtual manipulatives for the conceptual understanding of Key Stage 2 mathematics
Overview
This paper explores the role that physical and virtual manipulatives play in the
conceptual learning of K-2 mathematics. In an exponentially digital world, learners are submerged in information and knowledge at an ever-increasing pace. Childhood practitioners are unable to anticipate what their future needs will be. Nonetheless, it is reasonable to assume that numbers and coding will play an increasing role in their daily lives. Today’s educators have access to a variety of physical and virtual mathematical tools in order to cultivate students’ conceptual understanding of numerical language. This study explores the use and efficacy of two broad types of manipulatives as teaching tools for abstract maths concepts in an increasingly digitalworld. By comparing their individual uses, we assess each manipulative’s educational value. To what extent are they currently utilised, how do they influence the development of conceptual understanding, and how effective are they at grasping the abstract? Both the qualitative and quantitative findings of the study were researched through direct observation of early-years classrooms and a questionnaire directed at year 5 teachers. Physical manipulatives have historically been part of most core teaching methods. Modern virtual manipulatives are increasingly present in classrooms, particularly because they provide instantaneous feedback to pupils. Both manipulatives are important teaching tools for conceptual
learning, and while the latter appears to be more amenable to future pedagogical approaches, children should most likely first acquire the skills necessary to process physical manipulatives before they can comprehend how digital ones work.
We question the comparative effectiveness of physical and virtual manipulatives in promoting conceptual understanding of Key Stage 2 mathematics among primary school learners, what role do these manipulatives play in developing children’s understanding of addition and whether the conceptual understanding of maths is possible if physical manipulatives are phased out, and future education does become entirely virtual.
Mentor comments
Continue to develop your argument by reading widely and discussing, with criticality, key ideas about your theme, with references to literature.
You asked about Bruner’s CPA. I agree that pictorial learning could be integrated into your study, and can be discussed in your argument if you see a place for it there. If you find that you do not have room for it, mentioning it in the introduction and explaining why you are focusing on concrete and abstract is fine (this is a small-scale study and we suggest that you narrow down your idea to a specific focus rather than trying to cover all aspects of the issue).
You have not stated an explicit research question(s): a research question (or two) would be appropriate for your SDS.
It would be a good idea to discuss briefly the benefits and limitations of your chosen methods of data collection (questionnaire and interviews).
