1. THE INTEGRATION OF VIRTUAL MANIPULATIVE AND CONCRETE MANIPULATIVE IN TEACHING YEAR 3 ADDITION OF 4-DIGIT NUMBERS TO A 2-DIGIT AND 3- DIGIT NUMBERS WITH REGROUPING

2. INTRODUCTION Rational o Stated in the framework and guideline for curriculum and assessment o Implementation of E-Hijrah which emphasize the use of technology in schools Research questions o What is the pupils’ performance in addition? o What are the main errors made by pupils when using concrete manipulative and virtual manipulative?

3. LITERATURE Verbalization of mathematics with learning equipments can maximized pupils’ skills and comprehension of concepts (Ellerton and Clements, 2009) Students like to use technology when unrevealed difficult parts of mathematics and to solve problems (Thomas and Chinnappan, 2008)

4. METHODOLOGY Research Design: Quantitative Analysis Sample: 24 pupils of year 3 Instrument: o Pencil-and-Paper tests o Intervention Lessons Methods of Data Collection: o Exploratory test o Pre-Test o Performance Test Assessment o Post-Test

5. RESULT Question 1: What is the pupils’ performance in addition? ItemsTestNMean Standard Deviation Addition with and without regrouping Exploratory Test 247.81.5 Addition with regrouping Pre-Test247.83.3 Addition with regrouping Post-Test248.01.9

6. RESULT RESULT ON THE PERFORMANCE TASK ASSESSMENT 1 Question 2: What are the main errors made by pupils when using concrete manipulative and virtual manipulative?

7. RESULT RESULT ON THE PERFORMANCE TASK ASSESSMENT 2 Question 2: What are the main errors made by pupils when using concrete manipulative and virtual manipulative?

8. RESULT Question 2: What are the main errors made by pupils when using concrete manipulative and virtual manipulative? Converting 10-one blocks to 1-ten block, 10-ten blocks to 1 hundred block and 100-hundred blocks to 1-thousand block Placing the converted blocks in the correct column Related 10-base to numeral algorithms when using virtual manipulative

9. CONCLUSION Integration of concrete manipulative and virtual manipulative help pupils to overcome misconception on regrouping Pupils prefer using ICT when answering difficult questions Performance task assessments could reveal pupils’ main difficulties during the learning process