| Summary: | <p> The purpose of this study was to examine the effects of virtual manipulative on children’s algebraic thinking in their early math education. The virtual manipulative is considered as a means of intervention, and its effects is proven to be an effective way through the action research working with the third-grade elementary students. In doing so, this study evaluated the effectiveness of e-based virtual manipulative to support children’s algebraic thinking development in their early math education. Data collected for this study included pre-disposition and post-disposition surveys, pretest and posttest for algebraic thinking, and intervention assignments utilizing online math content materials regarding algebraic thinking. Data was analyzed using a statistical method using SPSS 24.0, including descriptive statistics, Pearson correlation analysis, effective size, and paired <i>t</i>-test. This study found that students’ test scores improved significantly in overall math scores, showing that there was a statistically significant difference between the pretest and the posttest through the intervention using e-based virtual manipulative. This study also found that student’s test scores increased in three algebra thinking content areas such as unknown variables, properties of operations, and arithmetic pattern with a significant difference. This study also found that students’ disposition scores increased in all three areas of attitude, confidence, and belief. This study will benefit students in early-grade levels with positive impact on usage of e-based virtual manipulative intervention activities for better understanding algebraic thinking and effective pedagogy.</p>
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