Dissertation/Thesis Abstract

The Effect of E-Based Virtual Manipulative on Third-Grade Elementary Students' Algebraic Thinking in Math Education
by Kim, Grace B., M.A., California State University, Long Beach, 2017, 108; 10261327
Abstract (Summary)

The purpose of this study was to examine the effects of virtual manipulative on children’s algebraic thinking in their early math education. The virtual manipulative is considered as a means of intervention, and its effects is proven to be an effective way through the action research working with the third-grade elementary students. In doing so, this study evaluated the effectiveness of e-based virtual manipulative to support children’s algebraic thinking development in their early math education. Data collected for this study included pre-disposition and post-disposition surveys, pretest and posttest for algebraic thinking, and intervention assignments utilizing online math content materials regarding algebraic thinking. Data was analyzed using a statistical method using SPSS 24.0, including descriptive statistics, Pearson correlation analysis, effective size, and paired t-test. This study found that students’ test scores improved significantly in overall math scores, showing that there was a statistically significant difference between the pretest and the posttest through the intervention using e-based virtual manipulative. This study also found that student’s test scores increased in three algebra thinking content areas such as unknown variables, properties of operations, and arithmetic pattern with a significant difference. This study also found that students’ disposition scores increased in all three areas of attitude, confidence, and belief. This study will benefit students in early-grade levels with positive impact on usage of e-based virtual manipulative intervention activities for better understanding algebraic thinking and effective pedagogy.

Indexing (document details)
Advisor: An, Shuhua
Commitee: Pattnaik, Jyotsna, Wu, Zhonghe
School: California State University, Long Beach
Department: Education, Teacher
School Location: United States -- California
Source: MAI 56/04M(E), Masters Abstracts International
Subjects: Mathematics education, Elementary education, Teacher education
Keywords: Algebra thinking, Disposition, E-based learning tools, Elementary school, Intervention, Virtual manipulative
Publication Number: 10261327
ISBN: 9781369733921
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