Abstract

The use of manipulatives within a mathematical classroom environment has traditionally been offered through the use of manufactured or teacher-created concrete objects. Manufactured manipulatives are ones such as Cuisenaire rods, color tiles, Unifix cubes, pattern blocks, colored craft sticks, or other related, mass-produced objects. Teacher-created concrete objects consist of cardstock, foam, or other paper templates similar to manufactured manipulatives. These are used to provide tactile-kinesthetic learning activities to enhance mathematics conceptualization. The Information Age offers mathematics educators the opportunity to integrate the use of digital manipulatives similar to manufactured and teacher-created ones using the World Wide Web (WWW or Web) as an innovative medium to expand the learner's conceptual framework of understanding. The availability of such web-based mathematical manipulatives is an ever-expanding possibility that can be integrated into student-centered learning environments. However, it is critical for classroom teachers to develop sound rationale when choosing a technology-based resource over other resources, (i.e., manufactured or teacher-created manipulatives). This article explores necessary rationale elements to create a successful "student-centered" learning environment involving digital manipulatives.

Citation

Brown, E. & Crawford, C. (2003). Integrating Internet-based Mathematical Manipulatives Within a Learning Environment. Journal of Computers in Mathematics and Science Teaching, 22(2), 169-180. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/14457/.

© 2003 Association for the Advancement of Computing in Education (AACE)

Keywords

• classroom
• Classrooms
• Learning Objects
• Mathematics
• Teachers