2. Action Research Proposal: Virtual Manipulatives & Academic Success of Middle School Math Students Byekwaso Gilbert EDU671: Fundamentals of Educational Research Professor: Benjamin Kirgan November 29, 2013 Virtual Manipulatives and Academic Achievement

3. What are Virtual Manipulatives “… an interactive, web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (Moyer, Bolyard, & Spikell 2002) ۩Web-based ۩Manipulable Synonyms: Math Applets, Mathlets, Widgets, Gizmos Virtual Manipulatives and Academic Achievement

4. Area of Focus Description of the study Purpose and Objective of the study Significance of the study Virtual Manipulatives and Academic Achievement

5. Literature Review: What We Know Virtual Manipulatives (Cramer and Henry, 2002; Drickey, 2000; Moyer, Niezgoda, & Stanley, 2005; Reimer & Moyer, 2005; Ruzi and O’Connell, 2001; and Sear- Swerling, 2006) Effective for teaching mathematical concepts Help students move from computation and manipulation to modeling and representation Bridges gap from concrete sensory to abstract. Virtual Manipulatives and Academic Achievement

6. Literature Review (Continued) Concrete Manipulatives (Bisio, 1971; Fennema, 1972, Suydam and Higgins, 1977; Sowell, 1989; National Research Council, 2001; Taylor, 1997; and Enderson, 1997) Objects students are able to touch, see, handle, and move Physical objects Virtual Manipulatives and Academic Achievement

7. Action Research Methodology Research Design Qualitative and Quantitative Pre and posttests Assessment of prior knowledge Two treatment Groups (with & without manipulatives Virtual Manipulatives and Academic Achievement

8. Variables Identical tests for the two treatment groups Researcher will design the instruments based on the curriculum standards outlined by NCTM Independent variables will include instruction with virtual manipulatives Surveys, quizzes, and observations Virtual Manipulatives and Academic Achievement

9. Methods of Data Collection Pre-tests Posttests Observations Surveys Interviews Virtual Manipulatives and Academic Achievement

10. Data Analysis Procedures Analyze how the use of virtual manipulatives affects students’ conceptual and procedural knowledge in mathematical problem-solving methods. Analyze students’ attitude of those using virtual manipulatives and those that did not. Calculate the percentage of those who increased their results with or without manipulatives Virtual Manipulatives and Academic Achievement

11. Ethical Considerations & Human Relations Keep participants’ names confidential Secure parental consent forms for all the participants Provide an opt out option for all participants Secure permission to conduct study from all appropriate administrators from Smith Hale Middle School prior to starting of the study. Virtual Manipulatives and Academic Achievement

12. Action Plan Timeline Limitation of the study Recommendations Virtual Manipulatives and Academic Achievement

13. References Bisio, R. M. (1971). “Effect of Manipulative Materials on Understanding Operations with Fractions in Grade V.” Dissertation Abstracts International, 32, 833A. Cramer, K., & Henry, A. (2002). Using Manipulative Models to Build Number Sense for Addition of Fractions. In B. Litwiller & G. Bright (Eds.), National Council of Teachers of Mathematics 2002 Yearbook: Making Sense of Fractions, Ratios, and Proportions (pp. 41-48). Reston, VA: National Council of Teachers of Mathematics. Virtual Manipulatives and Academic Achievement

14. References (Continued) Drickey, N. A. (2000). A comparison of virtual and physical manipulatives in teaching visualization and spatial reasoning to middle school mathematics students. (Doctoral dissertation, Utah State University, 2000). Dissertation Abstracts International, 62(02), 499A. (UMI No. 3004011) Enderson, M. C. (1997). Old problems, new questions using technology to enhance math education. Learning and Leading with Technology (41) (2), 28-32. Virtual Manipulatives and Academic Achievement

15. References (Continued) Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children’s use of virtual manipulatives and other forms of representation. In B. Masalski (Ed.), NCTM 2005 yearbook: Technology supported mathematics environments (pp. 17-34). Reston, VA: National Council of Teachers of Mathematics. Virtual Manipulatives and Academic Achievement

16. References (Continued) National Research Council (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. Reimer, K. & Moyer, P. S. (2005). Third graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching 24(1), 5-25. Virtual Manipulatives and Academic Achievement

17. References (Continued) Ruzic, R. and O’Connell, K. (2001). “Manipulatives” Enhancement Literature Review. Retrieved on November 15 th, 2013 from http://www.cast.org/ncac/Manipulatives1666.cfm. http://www.cast.org/ncac/Manipulatives1666.cfm Sowell, E. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20(5), 498-505. Virtual Manipulatives and Academic Achievement

18. References (Continued) Spear-Swerling, L. (2006). The use of manipulatives in mathematics instruction. LD Online. Retrieved November 16, 2013 from http://www.ldonline.org/spearswerling/The_Use _of_Manipulatives_in_Mathematics_Instruction. http://www.ldonline.org/spearswerling/The_Use _of_Manipulatives_in_Mathematics_Instruction Suydam, M., and Higgins, J. (1977). “Activity- Based Learning in Elementary School Mathematics: Recommendations from Research.” Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Virtual Manipulatives and Academic Achievement

19. Thank You Questions Comments Remarks Virtual Manipulatives and Academic Achievement

20. References Cooper, D. (2006). Talk about assessment: Strategies and tools to improve learning. Toronto, ON: Thomson Nelson. Fogarty, R.J. & Pete, B.M. (2011). Supporting differentiated instruction: A professional learning communities approach. Bloomington, IN: Solution Tree Press. Manitoba Education, Citizenship, and Youth. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, and assessment of learning. Winnipeg, MB: Crown in Right of Manitoba. McLaughlin, M. & Vogt, M. (2000). Creativity and innovation in content area teaching. Norwood, MA: Christopher-Gordon Publishing Virtual Manipulatives and Academic Achievement

21. References (Continued) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. Tomlinson. C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K, Conover, L., & Reynolds, T. (2003). Differentiating instruction in response to student readiness interest, and learning profile in academically diverse classrooms: A review of the literature. Journal of the Education of the Gifted, 27(2/3), 119-145. Van de Walle, J. A. (2006). Elementary and Middle School Mathematics: Teaching Developmentally (6th Edition). Boston, MA: Pearson Education. Virtual Manipulatives and Academic Achievement