Building blocks of mathematical learning: virtual and tangible manipulatives lead to different strategies in number composition

  • Authors
  • Pires AC, González Perilli F, Baka¿a E, Fleisher B, Sansone G, Marichal S
  • UPF authors
  • MARICHAL BARAIBAR, SEBASTIAN ROBERTO;
  • Type
  • Scholarly articles
  • Journal títle
  • Frontiers in Education
  • Publication year
  • 2019
  • Volume
  • 4
  • Pages
  • 81-0
  • ISSN
  • 2504-284X
  • Publication State
  • Published
  • Abstract
  • apos; operations while solving a number composition task. We explored the differences between the use of virtual and tangible manipulatives and the strategies employed. We observed that the TI group opted for a greater number of blocks in the number composition task, whereas the VI group favored solutions requiring fewer blocks. Interestingly, those children whose improvement in mathematics were greater were the ones employing a greater number of blocks. Our results suggest that tangible interactive material increases action possibilities and may also contribute to a deeper understanding of core mathematical concepts.
  • Complete citation
  • Pires AC, González Perilli F, Baka¿a E, Fleisher B, Sansone G, Marichal S. Building blocks of mathematical learning: virtual and tangible manipulatives lead to different strategies in number composition. Frontiers in Education 2019; 4( ).
Bibliometric indicators
  • 3 times cited Scopus
  • Índex Scimago de 0.248 (2019)