Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction

Examining Pictorial Models and Virtual Manipulatives for Third-Grade Fraction Instruction

Patricia S. Moyer-Packenham
Utah State University

Lori A. Ulmer
George Mason University

Katie L. Anderson
Utah State University

Abstract

The purpose of this study was to examine pictorial representations, whether in static or dynamic modalities, and their impact on student learning in a classroom with low-achieving students. The investigation emerged from a classroom teacher’s action research project. During a three-week fraction unit, nineteen third-grade low-achieving students participated in two groups – a Dynamic Virtual Manipulatives (DVM) group using virtual manipulatives, and a Static Pictorial Models (SPM) group using pictorial models. Students in both the DVM and SPM groups showed significant improvements between the pre- and post-tests of fraction concepts. Students’ visualization skills increased while using pictorial models, in both the static and dynamic modalities.

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About the Author(s)...

Patricia Moyer-Packenham is Professor of Mathematics Education at Utah State University, where her research interests focus on the use of representations (e.g., virtual manipulatives and physical manipulatives) for mathematics learning. She can be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..

Lori Ulmer completed her Masters Degree at George Mason University and is an elementary classroom teacher. Lori can be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..

Katie Anderson is a doctoral student at Utah State University, where her research interests focus on the use of virtual manipulatives in classrooms and their impact on classroom discussions. Katie can be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..