The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education
<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 rese...
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California State University, Long Beach
2017
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ndltd-PROQUEST-oai-pqdtoai.proquest.com-102613272017-05-11T16:09:50Z The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education Kim, Grace B. Mathematics education|Elementary education|Teacher education <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> California State University, Long Beach 2017-05-10 00:00:00.0 thesis http://pqdtopen.proquest.com/#viewpdf?dispub=10261327 EN |
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EN |
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Mathematics education|Elementary education|Teacher education |
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Mathematics education|Elementary education|Teacher education Kim, Grace B. The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education |
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<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> |
author |
Kim, Grace B. |
author_facet |
Kim, Grace B. |
author_sort |
Kim, Grace B. |
title |
The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education |
title_short |
The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education |
title_full |
The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education |
title_fullStr |
The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education |
title_full_unstemmed |
The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education |
title_sort |
effect of e-based virtual manipulative on third-grade elementary students' algebraic thinking in math education |
publisher |
California State University, Long Beach |
publishDate |
2017 |
url |
http://pqdtopen.proquest.com/#viewpdf?dispub=10261327 |
work_keys_str_mv |
AT kimgraceb theeffectofebasedvirtualmanipulativeonthirdgradeelementarystudentsalgebraicthinkinginmatheducation AT kimgraceb effectofebasedvirtualmanipulativeonthirdgradeelementarystudentsalgebraicthinkinginmatheducation |
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1718447805461168128 |