Are Virtual Manipulatives a Disappointment for middle school Mathematics Teachers?
Virtual manipulatives as a Matter of Disappointment
Abstract
The aim of the research is to exhibit middle school mathematics teachers’ experiences on virtual manipulatives. For this purpose, three mathematics teachers were selected, who had no experience in using virtual manipulatives were chosen. Lesson plans were prepared for the teachers, in which they would use virtual manipulatives, and essential information on how to use virtual manipulatives was given before the lesson. Two teachers used virtual manipulatives for four course hours, and one teacher used them for eight course hours. They were interviewed twice. The first interview was carried out before they used virtual manipulatives, and the second one was carried out after the application. The collected data was analyzed by content analysis method. It was found that after the experience, teachers described as disadvantages some situations that they initially described as advantages.
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