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Integration of Virtual and Concrete Manipulatives in Year 3 Addition: Enhancing Student Performance

This study explores the integration of virtual and concrete manipulatives in teaching Year 3 students to add 4-digit numbers to 2-digit and 3-digit numbers with regrouping. Guided by E-Hijrah’s technology emphasis, the research employs a quantitative design with 24 pupils, administering pre-tests, performance assessments, and post-tests. Key findings reveal students' performance and common errors, highlighting misconceptions in regrouping and the beneficial role of ICT in mathematics learning. This approach fosters deeper understanding and skill acquisition among pupils.

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Integration of Virtual and Concrete Manipulatives in Year 3 Addition: Enhancing Student Performance

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

  2. INTRODUCTION • Rational • Stated in the framework and guideline for curriculum and assessment • Implementation of E-Hijrah which emphasize the use of technology in schools • Research questions • What is the pupils’ performance in addition? • 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: • Pencil-and-Paper tests • Intervention Lessons • Methods of Data Collection: • Exploratory test • Pre-Test • Performance Test Assessment • Post-Test

  5. RESULT Question 1: What is the pupils’ performance in addition?

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

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

  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

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