The document summarizes research on the effects of using virtual manipulatives versus physical manipulatives to teach fractions to elementary students. It describes 3 studies that had conflicting findings on whether virtual or physical manipulatives led to greater achievement gains. The author plans to add to the existing research by conducting their own quasi-experimental study comparing the test scores of 3rd grade students taught fractions with either virtual or physical manipulatives.
mathematics 4 with complete TOS from Curriculum GuideFeiry Nasol
The document outlines the specifications for a second periodical test in mathematics IV. It includes 19 objectives to be assessed covering topics in numbers, fractions, decimals, and word problems. A total of 45 days were spent teaching the objectives. The test will contain 40 multiple choice items and 5 word problems. It will assess remembering, understanding, applying, analyzing, evaluating, and creating levels of learning. The test will be divided into two sections with Section I containing multiple choice questions and Section II containing word problems.
Teaching Strategies, Approaches and Methods Under DepEd K-12 CurriculumDepEd
Teaching Strategies, Approaches and Methods Under DepEd K-12 Curriculum. Here are the basis of Deped on what the teachers will use in teaching strategies.Check out my youtube channel at www.youtube.com/TitserEnzymeTV and looking for sponsorship at my teaching.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
This document outlines the duties and responsibilities of a Master Teacher I-IV position in the Department of Education. It describes the job summary, qualifications, duties, major outputs, and performance indicators for the role. A Master Teacher is expected to perform teaching duties while also assisting with curriculum development, teacher coaching/mentoring, research, and other administrative tasks to support the school head. Key responsibilities include conducting workshops, achieving student performance targets, instructional supervision of other teachers, and completing an annual action research project.
This document provides a list of programs and projects from the Department of Education as of February 2020. It summarizes several key education programs, including the Education Policy Development Program, Basic Education Inputs Program, Inclusive Education Program, and Alternative Learning System. The programs aim to strengthen education policy, improve school facilities and resources, promote inclusive learning options for all students, and provide alternative paths to education for out-of-school youth.
Learner centered lesson planning & instructiongcee kech
This document discusses key aspects of student-centered learning. It notes that student-centered learning shifts the focus from the teacher to the students and emphasizes creating a positive learning environment and relationships. It also emphasizes constructing knowledge, strategic thinking, metacognition, and encouraging collaboration. The teacher takes on more of a facilitator role in guiding students and managing activities rather than direct instruction.
This document provides enrollment data and academic performance summaries for an elementary school across three quarters. It shows that enrollment has remained steady between 633-634 students across two key stages from quarter to quarter. Most learning areas have seen average scores increase from the 1st to 3rd quarter. Several projects aimed at improving reading, mathematics, and teacher development met or exceeded their targets. In summary, the school has maintained consistent enrollment and seen rising academic performance across multiple subjects over three quarters.
The document describes several instructional materials for teaching mathematics concepts:
1. Grid board, modified geoboard, fraction slider, and number slider are used to teach perimeter, area, fractions, and integers.
2. Algebra tiles are used to model linear expressions, solve equations, and simplify polynomials.
3. Fraction pie relates fractions to circle circumference and parallelogram perimeter.
4. A powerpoint on perimeter and area teaches calculating these values for polygons and circles.
5. Models of the platonic solids, sphere, and archimedean solids are used to investigate their properties like surface area and volume.
mathematics 4 with complete TOS from Curriculum GuideFeiry Nasol
The document outlines the specifications for a second periodical test in mathematics IV. It includes 19 objectives to be assessed covering topics in numbers, fractions, decimals, and word problems. A total of 45 days were spent teaching the objectives. The test will contain 40 multiple choice items and 5 word problems. It will assess remembering, understanding, applying, analyzing, evaluating, and creating levels of learning. The test will be divided into two sections with Section I containing multiple choice questions and Section II containing word problems.
Teaching Strategies, Approaches and Methods Under DepEd K-12 CurriculumDepEd
Teaching Strategies, Approaches and Methods Under DepEd K-12 Curriculum. Here are the basis of Deped on what the teachers will use in teaching strategies.Check out my youtube channel at www.youtube.com/TitserEnzymeTV and looking for sponsorship at my teaching.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
This document outlines the duties and responsibilities of a Master Teacher I-IV position in the Department of Education. It describes the job summary, qualifications, duties, major outputs, and performance indicators for the role. A Master Teacher is expected to perform teaching duties while also assisting with curriculum development, teacher coaching/mentoring, research, and other administrative tasks to support the school head. Key responsibilities include conducting workshops, achieving student performance targets, instructional supervision of other teachers, and completing an annual action research project.
This document provides a list of programs and projects from the Department of Education as of February 2020. It summarizes several key education programs, including the Education Policy Development Program, Basic Education Inputs Program, Inclusive Education Program, and Alternative Learning System. The programs aim to strengthen education policy, improve school facilities and resources, promote inclusive learning options for all students, and provide alternative paths to education for out-of-school youth.
Learner centered lesson planning & instructiongcee kech
This document discusses key aspects of student-centered learning. It notes that student-centered learning shifts the focus from the teacher to the students and emphasizes creating a positive learning environment and relationships. It also emphasizes constructing knowledge, strategic thinking, metacognition, and encouraging collaboration. The teacher takes on more of a facilitator role in guiding students and managing activities rather than direct instruction.
This document provides enrollment data and academic performance summaries for an elementary school across three quarters. It shows that enrollment has remained steady between 633-634 students across two key stages from quarter to quarter. Most learning areas have seen average scores increase from the 1st to 3rd quarter. Several projects aimed at improving reading, mathematics, and teacher development met or exceeded their targets. In summary, the school has maintained consistent enrollment and seen rising academic performance across multiple subjects over three quarters.
The document describes several instructional materials for teaching mathematics concepts:
1. Grid board, modified geoboard, fraction slider, and number slider are used to teach perimeter, area, fractions, and integers.
2. Algebra tiles are used to model linear expressions, solve equations, and simplify polynomials.
3. Fraction pie relates fractions to circle circumference and parallelogram perimeter.
4. A powerpoint on perimeter and area teaches calculating these values for polygons and circles.
5. Models of the platonic solids, sphere, and archimedean solids are used to investigate their properties like surface area and volume.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. It is common in small schools with fewer teachers than grade levels. Some factors contributing to multigrade teaching are cultural, socioeconomic, and related to small class sizes. Benefits include a richer learning environment through interaction between age groups and greater community involvement. However, multigrade teaching also presents challenges like increased planning demands, potential stakeholder reservations, and lack of specialized resources. Support for multigrade teachers can come through professional development, community engagement, and ensuring adequate classroom facilities and materials.
Basic education learning continuity plan abiera, lorlie alvarezLorlieAbiera1
The Learning Continuity Plan Plus (LCP+) of Southern Bugasong National High School outlines strategies for remote and limited face-to-face learning, including providing printed learning materials, dividing classes into morning and afternoon shifts, and conducting enrichment activities by phone. It also details plans for instructional support, health and safety protocols, monitoring implementation, and partnerships to support students during remote learning.
Learning strategies and assessment techniques as applied inhaighdz27
The document discusses learning strategies and assessment techniques for science education. It identifies inquiry-based, discovery, and experimental approaches to science teaching. Inquiry-based learning is described in more detail, with characteristics including students posing their own questions and planning and conducting their own experiments. Tips for creating an inquiry-based classroom are provided, such as spending more time on projects than lecturing and accepting that no two classes will be the same.
Best Practices in the Teaching of MathematicsRizaMendoza10
Reported By Ms. Tracy Nadine Pagsanjan in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
New K to 12 Grading System for Parents OrientationLu
1. The document outlines a new grading system for K-12 students in the Philippines that uses standards-based and competency-based assessment.
2. Formative and summative assessments are used to evaluate student progress, with summative assessments including written work, performance tasks, and quarterly assessments.
3. Student performance is recorded and computed using a weighted scoring system that assigns different percentages to various assessment components depending on the subject area. Final grades are recomputed if students take remedial classes.
The document outlines standards and competencies for 5-year-old Filipino children in the Kindergarten curriculum. It discusses 7 developmental domains that children are expected to develop in, including values education, physical and motor development, socio-emotional development, social development, language and literacy, mathematics, and understanding of the physical environment. It also describes 5 curricular themes that activities will be designed around: myself, my family, my school, my community, and more things around me. Finally, it provides a matrix that links specific learning standards to competencies children are expected to demonstrate in each of the developmental domains.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
This document outlines linkages and networking opportunities for schools with various local, national, and international organizations. It discusses establishing partnerships with higher education institutions, government agencies, foundations, professional organizations, and media outlets. These collaborations can provide resources and expertise to help schools deliver quality education and complete projects. Networking involves developing stronger relationships than loose linkages and aims to increase effectiveness and outreach through shared objectives and beneficiaries. Opportunities discussed include international programs, joint research, professional development conferences, scholarship programs, and sharing educational materials.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
1) School improvement planning is a process where a school community evaluates past performance and develops a written plan to improve student achievement.
2) A school improvement plan establishes goals and strategies over 3 years to achieve the school's vision and address needs identified through data analysis.
3) Developing a school improvement plan involves collecting data, setting goals and strategies with input from teachers, parents, students, and community members.
Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Yea
The document provides information on setting up a school monitoring and evaluation system. It discusses key components of the system including major players, roles, types of monitoring, performance measures, the monitoring process, and requirements for an effective system. Specifically, it outlines establishing agreed upon outcomes and standards, designing a system that meets the school's decision-making needs, keeping the system simple, and setting it up quickly. The goal is to effectively track implementation of the school improvement plan and monitor school and student performance over time.
Planning, implementing and evaluating: understanding connectionPachica, Gerry B.
Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
The document discusses the legal bases and importance of parental involvement in schools according to Philippine law. It outlines the duties and rights of parents based on Batas Pambansa 232, including helping achieve educational objectives, enabling children to obtain education, and cooperating with school programs. The importance of parental involvement is to improve academic achievement, create a positive school culture, and teach lifelong learning. Parental involvement includes supporting education and showing interest in children. Effective involvement requires participation in school events, meetings, and home learning activities.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
Product-based assessment is an alternative to traditional testing that assesses students' performance through products they create. Products can include books, displays, essays, games, projects, presentations, and portfolios. Scoring rubrics are used to outline the criteria and weighting for each criterion to assess student work at different quality levels on areas like ideas, organization, understanding, word choice, sentence structure, and mechanics. Product-based assessment allows students to demonstrate skills and competencies through varied works.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
This document summarizes key terms, concepts, and regulations from the DECS Manual regarding the Department of Education, Culture and Sports (DECS, now DepEd) in the Philippines. Some highlights include:
- The DECS was established through various acts starting in 1901 and underwent several name changes over time.
- It describes the organizational structure of DECS including the roles of the Secretary, Undersecretaries, Assistant Secretaries, and other units.
- Regulations and guidelines are provided for basic education including elementary, secondary, non-formal, and pre-school education. Curricular programs, subject offerings, and policies on student groups are summarized.
- Health, nutrition, management information systems, and
This document provides information about finding classroom resources for teacher practicums, including math manipulatives, science kits, children's literature, and textbooks. It outlines how to search the library catalogue for these resources, the Ontario Ministry of Education's Trillium List for approved textbooks, and databases like the Children's Literature Comprehensive Database and Knowledge Ontario licensed databases for age-appropriate articles, encyclopedias and more. Attendees will have a chance to explore databases like Kids InfoBits, InfoTrac Junior and Student Resource Centre.
How to use our math manipulatives softwarePhil Rowlands
This document provides instructions on how to use math manipulatives software that is available for free download. The software aims to help children succeed in math by allowing them to interact with virtual manipulatives. Visitors can secure their free copy of the software by visiting http://HelpYourChildSucceed.blogspot.com.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. It is common in small schools with fewer teachers than grade levels. Some factors contributing to multigrade teaching are cultural, socioeconomic, and related to small class sizes. Benefits include a richer learning environment through interaction between age groups and greater community involvement. However, multigrade teaching also presents challenges like increased planning demands, potential stakeholder reservations, and lack of specialized resources. Support for multigrade teachers can come through professional development, community engagement, and ensuring adequate classroom facilities and materials.
Basic education learning continuity plan abiera, lorlie alvarezLorlieAbiera1
The Learning Continuity Plan Plus (LCP+) of Southern Bugasong National High School outlines strategies for remote and limited face-to-face learning, including providing printed learning materials, dividing classes into morning and afternoon shifts, and conducting enrichment activities by phone. It also details plans for instructional support, health and safety protocols, monitoring implementation, and partnerships to support students during remote learning.
Learning strategies and assessment techniques as applied inhaighdz27
The document discusses learning strategies and assessment techniques for science education. It identifies inquiry-based, discovery, and experimental approaches to science teaching. Inquiry-based learning is described in more detail, with characteristics including students posing their own questions and planning and conducting their own experiments. Tips for creating an inquiry-based classroom are provided, such as spending more time on projects than lecturing and accepting that no two classes will be the same.
Best Practices in the Teaching of MathematicsRizaMendoza10
Reported By Ms. Tracy Nadine Pagsanjan in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
New K to 12 Grading System for Parents OrientationLu
1. The document outlines a new grading system for K-12 students in the Philippines that uses standards-based and competency-based assessment.
2. Formative and summative assessments are used to evaluate student progress, with summative assessments including written work, performance tasks, and quarterly assessments.
3. Student performance is recorded and computed using a weighted scoring system that assigns different percentages to various assessment components depending on the subject area. Final grades are recomputed if students take remedial classes.
The document outlines standards and competencies for 5-year-old Filipino children in the Kindergarten curriculum. It discusses 7 developmental domains that children are expected to develop in, including values education, physical and motor development, socio-emotional development, social development, language and literacy, mathematics, and understanding of the physical environment. It also describes 5 curricular themes that activities will be designed around: myself, my family, my school, my community, and more things around me. Finally, it provides a matrix that links specific learning standards to competencies children are expected to demonstrate in each of the developmental domains.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
This document outlines linkages and networking opportunities for schools with various local, national, and international organizations. It discusses establishing partnerships with higher education institutions, government agencies, foundations, professional organizations, and media outlets. These collaborations can provide resources and expertise to help schools deliver quality education and complete projects. Networking involves developing stronger relationships than loose linkages and aims to increase effectiveness and outreach through shared objectives and beneficiaries. Opportunities discussed include international programs, joint research, professional development conferences, scholarship programs, and sharing educational materials.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
1) School improvement planning is a process where a school community evaluates past performance and develops a written plan to improve student achievement.
2) A school improvement plan establishes goals and strategies over 3 years to achieve the school's vision and address needs identified through data analysis.
3) Developing a school improvement plan involves collecting data, setting goals and strategies with input from teachers, parents, students, and community members.
Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training, giving credit to the source of information the Paper Shape of Matatag Curriculum Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Year School-Based In-Service Training Used for my speakership during the 2024 Mid-Yea
The document provides information on setting up a school monitoring and evaluation system. It discusses key components of the system including major players, roles, types of monitoring, performance measures, the monitoring process, and requirements for an effective system. Specifically, it outlines establishing agreed upon outcomes and standards, designing a system that meets the school's decision-making needs, keeping the system simple, and setting it up quickly. The goal is to effectively track implementation of the school improvement plan and monitor school and student performance over time.
Planning, implementing and evaluating: understanding connectionPachica, Gerry B.
Planning, implementing, and evaluating are three connected processes in curriculum development. Planning determines needs through assessment and results in a written curriculum. Implementation puts the planned curriculum into action through teaching. Evaluation assesses whether the planned curriculum was successfully implemented and the desired learning outcomes achieved. The processes are cyclical - evaluation informs future planning, which leads again to implementation and evaluation. Understanding the connections between planning, implementing, and evaluating is essential for effective curriculum development.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
The document discusses the legal bases and importance of parental involvement in schools according to Philippine law. It outlines the duties and rights of parents based on Batas Pambansa 232, including helping achieve educational objectives, enabling children to obtain education, and cooperating with school programs. The importance of parental involvement is to improve academic achievement, create a positive school culture, and teach lifelong learning. Parental involvement includes supporting education and showing interest in children. Effective involvement requires participation in school events, meetings, and home learning activities.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
Product-based assessment is an alternative to traditional testing that assesses students' performance through products they create. Products can include books, displays, essays, games, projects, presentations, and portfolios. Scoring rubrics are used to outline the criteria and weighting for each criterion to assess student work at different quality levels on areas like ideas, organization, understanding, word choice, sentence structure, and mechanics. Product-based assessment allows students to demonstrate skills and competencies through varied works.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
This document summarizes key terms, concepts, and regulations from the DECS Manual regarding the Department of Education, Culture and Sports (DECS, now DepEd) in the Philippines. Some highlights include:
- The DECS was established through various acts starting in 1901 and underwent several name changes over time.
- It describes the organizational structure of DECS including the roles of the Secretary, Undersecretaries, Assistant Secretaries, and other units.
- Regulations and guidelines are provided for basic education including elementary, secondary, non-formal, and pre-school education. Curricular programs, subject offerings, and policies on student groups are summarized.
- Health, nutrition, management information systems, and
This document provides information about finding classroom resources for teacher practicums, including math manipulatives, science kits, children's literature, and textbooks. It outlines how to search the library catalogue for these resources, the Ontario Ministry of Education's Trillium List for approved textbooks, and databases like the Children's Literature Comprehensive Database and Knowledge Ontario licensed databases for age-appropriate articles, encyclopedias and more. Attendees will have a chance to explore databases like Kids InfoBits, InfoTrac Junior and Student Resource Centre.
How to use our math manipulatives softwarePhil Rowlands
This document provides instructions on how to use math manipulatives software that is available for free download. The software aims to help children succeed in math by allowing them to interact with virtual manipulatives. Visitors can secure their free copy of the software by visiting http://HelpYourChildSucceed.blogspot.com.
This document provides guidance on using manipulatives to teach mathematics standards. It recommends analyzing upcoming 4th quarter standards in grades 1 through 3, with a focus on geometry, measurement, and fractions. Teachers are encouraged to identify related standards and use mathematical practices to enhance learning. The document reviews how manipulatives can be used concretely, pictorially and abstractly to build conceptual understanding. Best practices for using manipulatives include focusing on standards, engaging students hands-on, and scaffolding skills. The agenda is to analyze teaching goals, learn effective manipulative use, and apply ideas to the curriculum.
The document provides information about the 4th grade New York State Math Assessment, including:
- The assessment will take place from May 6th to May 13th, with make-up dates from May 9th to 13th.
- The test format includes multiple choice, short response, and extended response questions.
- The test will assess students' math skills across 7 key ideas: mathematical reasoning, number and numeration, operations, modeling and representation, measurement, uncertainty, and patterns and functions.
- Student work will be sent to the state to be scanned and scored using a 2-point or 3-point rubric.
This document provides instructions for using candy and cereal as math manipulatives to teach primary school children basic math concepts. It offers over a dozen lesson plans and examples to teach skills like skip counting, odd/even, greater/less than, addition, subtraction, and more. The lessons use candy and cereal in creative ways to engage children and make math more fun by relating it to treats they enjoy eating.
1) The two Montessori teachers interviewed believed that Montessori manipulatives are essential for teaching fractions and that their use equates to learning.
2) They distinguished Montessori education as superior to public school systems, feeling Montessori manipulatives better support mathematical understanding.
3) However, the teachers did not discuss challenges with fractions or how manipulatives specifically aid fraction instruction beyond working with the Montessori method.
Instructional media refers to the physical resources and materials that teachers use to deliver instruction and help students achieve learning objectives. This includes traditional materials like chalkboards and videos, as well as newer technologies like computers, the internet, and interactive videoconferencing. Instructional media can be categorized into different types including real objects, printed text/visuals, display boards, audio/video files, software, and web-based resources. Effective use of instructional media requires preparation from teachers, such as ensuring equipment works properly, designating time for media use, and staying up-to-date on new technologies.
Manipulatives are physical tools used in hands-on learning to actively engage students. They include objects like coins, blocks, and puzzles. Using manipulatives is constructivist as it involves discovery during learning. Advantages are that it enhances learning, builds confidence and skills, and shows real-life applications. Disadvantages include potential disturbances, costs, and proper supervision is needed. There are three types of manipulatives: models, which are smaller representations; real objects; and mock-ups, which simplify complex devices.
Manipulatives are hands-on learning tools that help students learn concepts concretely before moving to more abstract understandings. They allow students to explore ideas through active manipulation, helping cement understandings in ways that passive learning cannot. There are concrete, abstract, and virtual forms of manipulatives, each with advantages and disadvantages. Integrating different types of age-appropriate manipulatives into lessons can benefit student learning across subjects by appealing to different learning styles and building concrete foundations for abstract concepts according to Piaget's theories of cognitive development.
Using manipulatives in math teaching can help students in several ways:
1) It helps students relate real world situations to mathematical symbols and concepts.
2) It allows students to work together cooperatively to solve problems.
3) It encourages students to discuss mathematical ideas and concepts aloud and verbalize their thinking.
4) It shows students that there are multiple ways to solve problems and that mathematical problems can be represented in different ways.
Hands On Fractions- Using Manipulatives in Math InstructionJamie Carberry, MEd
This presentation was delivered district-wide in Cobb County, GA. It focused on informing staff about a new program that was purchased from the math department, and included ways teachers can use fraction manipulatives to increase student achievement in mathematics instruction
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Mathematical teaching and_learning_manipulative-1 (1) (1)Swaraj K Sivaraman
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This Ppt gives one an idea how math manipulatives are used -- and practiced -- in the classroom. The children chose five activities to practice for the day.
The document discusses the theories of several prominent developmental psychologists and educators regarding the importance of using manipulatives in mathematics education. It explains that according to Bruner, Piaget, Vygotsky, Dienes, and Kamii, manipulatives are essential for helping children connect abstract mathematical concepts to concrete experiences and for constructing logico-mathematical knowledge from interaction with their environment. The document advocates for introducing math concepts to young children through hands-on games and activities rather than a purely abstract approach.
Learning by Doing: The Common Denominator for Success with FractionsETA hand2mind
Teaching fractions is tough. Ensuring student comprehension is even tougher. Set up your students and yourself for fractions success with our comprehensive solution of proven hands-on instructional tools for teachers.
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1) Instructional materials should give an accurate representation of ideas and concepts, contribute meaningful content to learning objectives, and be appropriate for students' ages and experiences.
2) Materials must be in good physical condition and have a teacher's guide for effective use. They should help develop students' critical thinking skills.
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Effect of technology use on teaching and learning of mathematicsguest9a2d39a
Technology can positively impact the teaching and learning of mathematics when used appropriately. Research shows that students who use computers for specific applications and real problem solving score better than those using computers only for drills. While frequent computer use does not necessarily translate to higher test scores, technology can help develop skills, support learning, and transform understanding when teachers guide students in applying it for higher-order thinking. Younger students with access to calculators perform better in interpreting answers and demonstrate deeper understanding, while maintaining computational skills. Classroom interactions also change as teachers take on more of a consulting role, and students show increased interest and confidence in mathematics.
This document summarizes an action research project that investigated the effects of using virtual manipulatives to teach fractions to 2nd grade English Language Learners. The researcher administered pre- and post-tests to students who used virtual manipulatives for 20 minutes per day over 3 weeks. Student engagement and enjoyment were also observed qualitatively. The literature review discusses prior research supporting the use of both concrete and virtual manipulatives for math instruction, particularly for ELL students. The methodology describes the sample, data collection through tests and surveys, and analysis plan to evaluate the impact of virtual manipulatives on student achievement and engagement with fractions.
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...William Kritsonis
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The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
Technology has significantly impacted education in several ways:
1) It has improved academic achievement through tools that encourage collaboration between students and access to information.
2) It has promoted higher-order thinking by supporting simulations, applications, and student-centered learning.
3) It has increased motivation by engaging students with multimedia, simulations, games, and opportunities for online collaboration.
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The presenter of this session will discuss differences in the level of hemodynamic response (used as a proxy for ‘cognitive demand’) as it relates to three different pedagogical approaches of teaching the processes of DNA extraction in life science.
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Zhang,yixin investigating effectiveness of using handheld computers nftej v21...William Kritsonis
This document summarizes two experimental studies that examined the effectiveness of using handheld computers to help 4th and 5th grade students learn mathematics. The first study found that 5th grade students who used handheld computers to learn fraction multiplication performed better than those who did not. The second study found that 4th grade students who used handheld computers to learn least common multiple also performed better. The document reviews other relevant literature on using handheld computers in education and concludes that while results are mixed, handheld computers show potential to increase student engagement and support learning, especially for weaker students. More research is still needed to fully understand how handheld technology can best be utilized across different subject areas.
A Structural Equation Model To Analyse The Antecedents To Students Web-Based...Jill Brown
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- An experiment was conducted with 201 students who engaged in web-based problem solving activities. Structural equation modeling found that task-technology fit was a major determinant of students' intention to learn online and their web-based problem solving performance.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
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Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The document summarizes a study that examined the effects of interactive reading computer programs on reading achievement of middle school students with special needs. It reviewed previous research on this topic. The study involved randomly assigning students to either use computer reading programs or traditional reading methods for 4 weeks. Results found no significant differences in reading rates or comprehension between the two groups, though slower readers tended to benefit more from computer programs. The summary concludes the study was limited by a small sample size.
An analysis of collaborative problem-solving activities mediated by individua...Jill Brown
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An Interactive Educational Environment For Preschool ChildrenLeonard Goudy
The document proposes an interactive educational environment for preschool children that utilizes smart handheld devices equipped with NFC and wireless sensors. It aims to create a fun and educational environment where children can learn through play. The authors developed an application for Android that prompts children to search for and count objects to learn basic number skills. The application provides feedback on the child's counting and supports collaborative tasks between children. Evaluation of the approach focused on developing tasks related to counting objects using a 1-to-1 correspondence as an important early math concept.
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This document outlines an action research proposal that aims to study how to increase parent involvement in their children's education through a mobile school application. It identifies parent involvement as important for student success and proposes creating surveys to understand what parents, students, and teachers want in a mobile app to facilitate communication and involvement. The proposal includes research questions, timelines, resources needed and plans for data collection to guide the study. The goal is to design an effective app that improves parent-school relationships and engagement.
The document provides background information on factors that affect students' mathematics performance. It discusses how positive attitudes and understanding the real-world applications of math can improve performance. The conceptual framework outlines how student-related factors like interest and study habits, and teacher-related factors like personality, teaching skills, and instructional materials influence mathematics performance. The study aims to determine the extent of these factors and their relationship to performance among high school students.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
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Research Paper on Virtual Manipulatives In the Math Classroom
1. Virtual Manipulatives 1
Running Head: VIRTUAL MANIPULATIVES
The Effects of Using Virtual Manipulatives Versus Physical Manipulatives on Achievement to
Teach Basic Fractions to Third Grade Students
Susan Scheurer
East Stroudsburg University
ELED 570: Introduction to Research
Dr. Wilson
July 11, 2011
2. Virtual Manipulatives 2
The Effects of Using Virtual Manipulatives Versus Physical Manipulatives to Teach Basic
Fractions to Elementary Students
Introduction
Many elementary math teachers use manipulatives to assist children with visualizing and
processing mathematical concepts. McClung states that “manipulatives assist students in
bridging the gap from their own concrete sensory environment to the more abstract levels of
mathematics” (Brown, 2007). Physical manipulatives have been used over the centuries to bring
math to life and still play an important role in education. Research has shown that physical
manipulatives enhance the learning experience and are met with positive achievement results.
However, with the rapid growth of technology in the past thirty years, technology devices are
providing other options to use virtual manipulatives in the classroom. Taylor (2001) states that
“progression in technology has increased the boundaries of mathematics and emphasized the
importance of the integrations of technology in the mathematics curriculum” (Brown, 2007).
Virtual manipulatives are widely available through the World Wide Web, which can be accessed
in most classrooms. Current elementary teachers have the opportunity to use physical and/or
virtual manipulatives in their classrooms.
The technology resources that allow the use of virtual manipulatives to be integrated into
the math classroom are becoming relatively easier and more accessible. According to Rosen and
Hoffman, “teachers around the country and the world guide children’s mathematical learning
through the use of manipulatives – pattern blocks, base blocks, geoboards, Unifix cubes,
Cuisenaire rods, coins, clocks, and so on. Manipulatives allow concrete, hands-on exploration
and representation of mathematical concepts. In the past few years, online resources for virtual
versions of these common manipulatives have become available” (Rosen and Hoffman, 2009).
3. Virtual Manipulatives 3
Furthermore, children are growing up with technology as an integral way of life. It is imperative
for teachers to integrate technology in the classroom to engage students, enhance and promote
active visual learning. Using virtual manipulatives in the classroom is still largely under
researched. However, from personal experience, students are enthusiastic to learn math using a
new and exciting way to visualize learning of mathematical concepts. Virtual manipulatives are a
resource that engages students and have the potential to greatly enhance their math achievement.
Research Problem
The Effects of Using Virtual Manipulatives Versus Physical Manipulatives on Achievement to
Teach Basic Fractions to Third Grade Students
Research Questions
1. What are the gain scores on an instrument measuring achievement of students taught
basic fractions using virtual manipulatives?
2. What are the gain scores on an instrument measuring achievement of students taught
basic fractions using physical manipulatives?
3. How do the scores compare?
Definition of Terms
Manipulatives are defined by Taylor (2002) as “physical objects (e.g., base ten blocks, algebra
tiles, pattern blocks, etc.) that can be touched, turned, rearranged, and collected” (Brown, 2007).
According to Rosen, “manipulatives allow concrete, hands-on exploration and representation of
mathematical concepts” that children can explore (Rosen and Hoffman, 2009).
Physical Manipulatives are described by McClung (1998) as “objects that appeal to several of
the senses. They are objects that students are able to see, touch, handle, and move” (Brown,
2007). Physical manipulatives are also called concrete manipulatives and according to
4. Virtual Manipulatives 4
Mendiburo, “what is “concrete” to a child may have more to do with what is meaningful and
manipulable than with physical characteristics” (Mendiburo, 2006).
Virtual Manipulatives are defined by Moyer, Bolyard and Spikell as “an interactive, Web-
based visual representation of a dynamic object that present opportunities for constructing
mathematical knowledge” (Moyer, 2005). Moyer (2005) further describes virtual manipulatives
saying “virtual manipulatives are essentially replicas of physical manipulatives placed on the
World Wide Web in the form of computer applets with additional advantageous features”
(Brown, 2007) In another study, virtual manipulatives are defined as “computer based renditions
of common mathematics manipulatives and tools” (Suh, 2007).
5. Virtual Manipulatives 5
Review of the Literature
Maria Mendiburo and Ted Hasselbring learned that in 1990, fewer than half of the high
school seniors, who took the NAEP Mathematics Assessment, demonstrated successful
performance with problems involving fractions, decimals, percents and simple algebra. Only 14
percent of eighth graders who took the NAEP Mathematics Assessment also demonstrated
successful performance with problems involving fractions, percents and simple algebra. In 2000,
eighth graders were given a test where they had to order three fractions from least to greatest.
The fractions were less than 1 and in reduced form. Only 41 percent of eighth graders did this
successfully. Believing that fractions are the most difficult mathematical concept for elementary
students to learn, Mendiburo and Hasselbring decided to conduct their own study to “advance the
current literature about manipulatives and rational numbers by using a randomized experiment to
compare virtual and physical manipulatives” (Hasselbring, 2011). They also decided to conduct
this research to answer the question of “are there differences in students’ knowledge of fraction
magnitude when they are taught basic fraction concepts using virtual manipulatives compared to
when they are taught basic fraction concepts using physical manipulatives?” (Hasselbring, 2011).
The subjects of this study were 67 fifth grade students at a charter middle school in
Middle Tennessee. There were four fifth grade mathematics classes, with 39 girls and 28 boys
who participated in the study with parent consent. Classes at the school were single-gender. It
should be noted that approximately 98.9 percent of the students in the school were African-
American and that 88 percent of students qualified for free and reduced priced lunch. According
to a comprehensive mathematic benchmark assessment recently administered by a private
assessment company before the study took place, 62 percent of students participating in the study
tested below grade level.
6. Virtual Manipulatives 6
Due to the school’s preference that classes stay intact and single-gender, the researchers
randomly assigned half of the students within each of the four classes to a virtual manipulative
condition and the other half of the students in the four classrooms to a physical manipulative
condition. The students were grouped according to gender and treatment condition, creating a
2x2 Experimental Factorial design. The quantitative factorial design can be better explained as 2
(treatment: physical vs. virtual) x 2 (gender: girls vs. boys). Before the study started, the
researcher administered a pre-assessment to all participating students to determine prior
knowledge of fifth grade fraction content. The paper-and-pencil assessment was created by the
researcher using software provided by a private assessment company that contracted with the
school to measure and improve student achievement and to predict students’ performance on
state exams. The pre-test was made up of 20 multiple-choice questions about fractions. All of the
questions were validated by fifth grade assessment items. Students did not use manipulatives
when completing the pre-assessment. The results of the pre-assessment showed that most
students had at least some prior knowledge of fractions, while most of those same students fell
short of demonstrating mastery of the fifth grade fraction concepts that would likely be on state
assessments.
The researcher taught all classes using a script to control for possible teacher effects and
pedagogical differences between treatment conditions. The research was conducted for a total of
10 days. Students who were assigned to the physical manipulative condition were taught basic
fraction concepts using a popular commercial curriculum and fraction manipulatives that the
students made out of colored strips of paper. In comparison, the students assigned to the virtual
manipulative condition were taught basic fraction concepts using Macbook laptops. The laptops
7. Virtual Manipulatives 7
were loaded with a software program designed specifically for the study that was basically a
virtual copy of the commercial curriculum and included a set of virtual fraction manipulatives.
An assessment was given to all students on day 5, where the students in the virtual
manipulatives group scored marginally higher than students assigned to the physical
manipulative condition. However, when controlling for students’ scores on the pre-assessment,
the main effect of the manipulative treatment condition was not statistically significant. Gender
did have an effect, but there was no interaction effect between manipulative treatment and
condition gender.
On day 10 a post assessment was given that showed the virtual manipulative group
answered an average of 1.78 more questions correctly than students in the physical manipulative
group. The contrast was statistically significant. However, the difference between boys and girls
was not statistically significant and the interaction between gender and manipulative treatment
was also not significant. This study concluded that physical and virtual manipulative share
positive effects on student learning and there are no negative learning gains associated with using
the virtual manipulatives.
With the rapid rise of technology in classrooms, Patricia Moyer conducted a study to
explore the use of several virtual manipulative computer applets for instruction during a fraction
unit in a third grade classroom. The researcher also stated that there is limited research on virtual
manipulatives, mainly due to researchers’ lack of both technology and mathematics mastery. The
research question posed was what impact do virtual fraction manipulatives have on students’
conceptual and procedural understanding of fractions?
To answer the above question, Quasi-Experimental Pretest-posttest, Nonequivalent
Control Group Design research was conducted on 19 third grade students. This was an intact
8. Virtual Manipulatives 8
class of 25 students, of which only 19 were included since the others were absent and four
children with Autism attended mathematics classes in a self-contained classroom. The school
where the research took place is half an hour away from Washington DC Metro area and had a
diverse student population, including 10 Caucasian, 2 Hispanic, 1 African-American, 3 Asian
and 3 Middle-Eastern students.
The teacher of the class had previously taught the fraction concept and tested the
students. The teacher taught the same fraction concepts again to control for the effect of the
virtual manipulatives. The teacher desired to know if there would be changes in students’ test
scores, favorably or unfavorably, attributed to the virtual manipulatives. Students were given a
pre and posttest before and after the two weeks experiment to measure students’ conceptual
knowledge and students’ procedural computation knowledge. The teacher created four tests, a
pre and posttest to determine students’ understanding of the procedural knowledge and a pre and
posttest to determine the conceptual knowledge.
Week one of the experiments involved the teacher instructing students using virtual
manipulatives by having her laptop displayed through the classroom TV. The teacher taught a
unit on base-10 blocks, and also taught students how to use the virtual applets on the computers
in the computer lab. She purposely did not teach the fraction unit during the first week so that the
students could become familiar with the virtual applets. In the second week, the teacher taught
the unit on fractions in the computer lab. The students worked in the computer lab during math
time, which was 1 hour, for four days using the virtual manipulatives. On day one, students used
the “Fractions – Parts of a Whole” virtual manipulative applet under the Numbers and
Operations strand. On day two, students explored parts of a group using the “Pattern Blocks”
applet under the Algebra strand. On days three and four, students used the “Equivalent
9. Virtual Manipulatives 9
Fractions” and “Comparing Fractions” applets under Number and Operations. At the end of
week two, students were given posttests on conceptual knowledge and procedural computation
knowledge.
Results showed that students scored significantly higher on the conceptual knowledge
posttest compared to the pretest using virtual manipulatives. On average, the class scored 60
percent on the pretest and scored 69 percent on the posttest. However, the results indicated that
the virtual manipulatives helped 53 percent of the students improve their conceptual
understanding of fractions; while 21 percent of students showed no change and 26 percent
actually had scores decrease.
The procedural knowledge assessment indicated no significant difference between the
pretest and posttest, presumably because on average, the class scored 90 percent on the pretest.
The class on average scored 96 percent on the posttest, but because the pretest scores were so
high, the experiment was limited. It is important to note that even though the pretest scores were
very high, that 74 percent of the students had scores that stayed consistent or increased on the
posttest. This study had a small sample size and with more subjects, the outcomes could be
further generalized. Overall, the majority of the students showed improvement on their posttest
using the virtual manipulative applets.
Sonya Brown wanted to know whether or not students who used virtual manipulatives
would out-perform students who used concrete manipulatives on the researcher and teacher
generated posttest. She conducted this study to investigate the impact of using computer
simulated, virtual, manipulatives and hands-on, concrete or physical, manipulatives on
elementary students’ learning skills and concepts in equivalent fractions. To research this
question, the researcher used a quantitative method, Quasi-Experimental Pretest-posttest,
10. Virtual Manipulatives 10
Nonequivalent Control Group Design research, administered a pretest to both a control and
experimental groups, and administered a posttest.
The subjects were 49 sixth graders from two mathematic classes in one of Detroit’s
public schools. Students were already assigned to classes, were intact and hopefully the variation
in students’ gender, ethnic background and socioeconomic status reflected the composite to the
greater population in that geographic area. Group A received mathematics instruction with
virtual manipulatives and Group B received mathematics instruction with concrete
manipulatives. Group A is the experimental group and Group B is the control group. The
independent variables were the mathematics instruction with the use of virtual manipulatives and
the mathematics instruction with the use of concrete manipulatives. The dependent variables
were the students’ conceptual knowledge and procedural knowledge as it related to fractions.
The groups each received only 1 day of instruction with their respective manipulative.
The pre and posttest instruments were identical and tested students’ conceptual and
procedural knowledge of equivalent fractions. The instruments were designed by the researcher
and the content of the instruments was based on the curriculum standards outline by the National
Council of Teachers in Mathematics. The researcher used a two-sample, paired-data, t-test with a
0.05 confidence level to analyze the data. The pre and posttest gain score showed that the
concrete manipulative group increased mathematic achievement higher than the virtual
manipulative group. One explanation for this is that the concrete manipulative group’s pretest
scores were generally higher than the virtual manipulative group. Another possible reason is that
the instruction with the use of concrete manipulatives was more effective than that of using
virtual manipulatives.
11. Virtual Manipulatives 11
Some concerns for this research study is that the students may not have been exposed to
their respective manipulative for enough time. A single day is not enough time to conduct
adequate research. Plus, the researcher admits that she was a pre-service teacher with no
experience teaching with physical or virtual manipulatives.
Need for the Study
Based on the conflicting outcomes stated in the three research studies above, there is a
need for more research on the topic of virtual vs. physical manipulatives. There is a lack of
research on the effects of using virtual manipulatives in elementary mathematic classrooms, and
those studies that were conducted conflict with findings. The last study brings some validity and
reliability concerns since the study was only conducted for one day and by an inexperienced pre-
service teacher. Inconsistent research findings compel me to add to the existing knowledge so
that educators can have research at their fingertips before trying something new in their
mathematics classrooms; virtual manipulatives.
12. Virtual Manipulatives 12
Methodology
Research Design
The study will be conducted to determine whether virtual or physical manipulatives
impact math achievement scores of third grade students the most. This quantitative study will be
conducted as quasi-experimental research because it will use two different intact third grade
mathematic classes. One group will be the control group, meaning they will learn basic fractions
using traditional physical manipulatives. The other group will be the experimental group because
they will learn basic fractions using virtual manipulatives. Each class will have 20 students, but
different teachers. Both teachers will teach the same math unit on basic fractions, using their
respective manipulatives. Both groups will take a pretest and posttest to measure prior
knowledge and knowledge gained over the study. The quasi-experimental design is diagramed
below:
G1 O1 X O2 GS1
G2 O3 - O4 GS2
G1 and G2 represent the two math classes that are participating in the study. G1 is the
experimental group because they will be exposed to the virtual manipulative treatment, which is
represented with X. G2 is the control group because they will not be exposed to the experimental
variable, but only the normal tradition teaching style using physical manipulatives. The – is used
to represent that G2 will not have an experimental variable. The mean scores for the pretest
instrument will be represented by O1 and O3. The mean scores for the post test measurement
will be represented by O2 and O4. The gain score, found by subtracting the pretest from the
posttest, will be calculated and shown in GS1 and GS2, which represents the gain score.
13. Virtual Manipulatives 13
Subject Selection
Subjects for this research study will be 40 third grade students at a public middle school
in Monroe County. Students will have a mixed socioeconomic profile and a variety of African-
America, Asian, Hispanic and a majority of Caucasian participants. Gender will be evenly
distributed among the groups and ability levels should be mixed. Students will be randomly
assigned to their classes by school administration and each class will have 20 students. Both
classes meet in the morning at the same time during their block period 3, which is right after
their special for the day.
Procedures
Each class will have a different teacher instruct, since they are intact classes and already
assigned to their respective teacher. Both classes will be exposed to the same math concepts
during the 10 day study, since both classes use the same curriculum in the form of teacher guide,
student textbook and homework book. However, the way in which the math concept is taught
will differ since the experimental group will be using a projector, smart board and students may
be at the computer lab. The teacher for the experimental group will give homework from the
workbook because not all students have access to the internet or have computers. Plus, without a
school provided math homework site, it would be hard for the teacher to access and assess the
homework online. The control group will stay in the classroom and use the overhead and
physical manipulatives. The control group will also have homework from the workbook. The
study will be conducted during the third quarter in the 2011/2012 year.
All students will take the same pretest on day 1 of the study. Students will have all of the
period to take the test. The pretest will add internal validity to the study because the ability and
knowledge level of basic fractions can be determined for each class. This will help in
determining which group actually had the largest gain score. After the students have taken the
14. Virtual Manipulatives 14
pretest, they will be introduced to the manipulatives in a fun way that excites children to start
learning basic fractions for the coming days. Formal instruction will not take place as students
are usually drained after taking a test.
Days 2 though 9 will be spent with the students receiving direct instruction from their
respective teacher, using their respective manipulative and same lesson. A typical day consists of
one lesson. In group one, the teacher models, and guides and then allows the students to work
independently to complete a task, using the virtual manipulatives throughout each stage. In group
two, the teacher models, guides and then allows the students to work independently to complete
a task, using the physical manipulatives throughout each stage. The teachers will have 8 days to
complete six lessons in the unit. Teachers cannot go on to other lessons past the stopping point if
they finish early and must teach the six lessons in the 8 days allotted. Due to having two different
teachers, teaching styles will vary, but content and homework will be the same. On day 10, the
posttest will be given to students and they will have all period to complete the posttest. No
manipulatives, either physical or virtual, may be used by the students as they take the test.
Measurement Instrument
The pretest and posttest, called Fraction Fun, look similar with the same kind of fraction
problem, but do ask different questions. They each contain 20 questions, with a correct or
incorrect answer being possible. Students will write their answer under the fraction image and
the scores will be averaged to find the mean scores for the pretest and posttest. Scores will them
be compared and analyzed to find the gain score, for each group.
Since the Fraction Fun pretest and posttest was generated using an online worksheet tool,
the measurement instrument has not been tested for reliability and has no internal reliability. This
instrument has moderate validity because the tests are extremely similar and do test basic
fraction knowledge of third graders in a way that is appropriate for the intended age level. The
15. Virtual Manipulatives 15
measurement instrument is kid friendly, while having the fraction content and criteria for the
content with 20 questions of the same fraction concept.
Data Analysis
Both pretest and posttest means will be calculated for both groups so that the mean gain
score can be calculated. Gain scores will be calculated by subtracting the mean pretest score
from the mean posttest score. Results will be shown in the table below:
Mean Gain Scores on Survey Instrument
Experimental Group
(G1 Virtual
Manipulatives)
Control Group (G2
with Physical
Manipulatives)
Mean Score Pretest O1 O3
Mean Score Pretest O2 O4
Gain Score GS1 GS2
The mean gain scores for each group will be compared in order to interpret the outcome of the
study and to verify and experimental effect to due to the independent variable, the virtual
manipulatives. A copy of the measurement instrument follows on the next two pages.
16. Virtual Manipulatives 16
Significance
Anticipated Outcomes
The proposed study asks three research questions. The first question is “What are the gain scores
on an instrument measuring achievement of students taught basic fractions using virtual
manipulatives?” I predict that the students in the virtual manipulative group will demonstrate
positive gain scores because manipulatives enhance student comprehension and conceptualizing
in math.
The second question asked is “What are the gain scores on an instrument measuring
achievement of students taught basic fractions using physical manipulatives?” I predict that
students the control group will demonstrate positive gain scores of significance, since instruction
and manipulatives will enhance learning, therefore the students should do better on the posttest
than the pretest.
The third question asked is “How do the scores compare?” I expect both groups to have
positive gain scores because both use manipulatives as a teaching tool. However, I predict that
the manipulated group with the virtual manipulatives will score slightly higher than the control
group since students are active learners when technology is used.
Relevance
This study is relevant to educators because if both groups demonstrate positive mean
scores, it could show that there is a positive effect of using virtual and physical manipulatives in
a classroom. Educators would then be provided with research that supports teaching basic
fractions and math in general, with manipulatives. Most educators would not simply teach using
only virtual manipulatives, but may be inspired to use both types of manipulatives in their
classroom when available. The use of both kinds of manipulatives, virtual and physical, can
18. Virtual Manipulatives 18
REFERENCE PAGE
Brown, S. E. (2007). Counting blocks or keyboards? a comparative analysis of concrete
versus virtual manipulatives in elementary school mathematics concepts. Online
submission, Retrieved from EBSCOhost.
Mendiburo, M., Hasselbring, T., & Society for research on educational effectiveness, (2011).
technology's impact on fraction learning: an experimental comparison of virtual and
physical manipulatives. Society for Research on Educational Effectiveness, Retrieved
from EBSCOhost.
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. Retrieved from EBSCOhost.
Rosen, D., & Hoffman, J. (2009). Integrating concrete and virtual manipulatives in early
childhood mathematics. Young Children, 64(3), 26-33. Retrieved from EBSCOhost.
Smarkola, C. (2007). Technology acceptance predictors among student teachers and
experienced classroom teachers. Journal of Educational Computing Research, 37(1), 65-
82. Retrieved from EBSCOhost.
Soft Schools (2005). Fraction fun picture worksheets for third grade. Retrieved July 20, 2011,
from http://www.softschools.com/math/fractions/picture_fraction_worksheets/
Suh, J., & Moyer, P. S. (2007). Developing students' representational fluency using virtual
and physical algebra balances. Journal of Computers in Mathematics and Science
Teaching, 26(2), 155-173. Retrieved from EBSCOhost.