Comparing computer versus concrete manipulatives in learning 2D geometry

Abstract

This study compared the effect of computer versus concrete manipulatives for the learning of two-dimensional geometry. Participants were 93 4 th - and 5 th - grade students. A pretest, treatment, and posttest experimental design was used. The pre and posttest consisted of a paper and pencil test of 24 two dimensional geometry questions, designed by the researcher. There were three treatment groups: computer, concrete, and control group. The computer groups solved computer-based Tangrams. The concrete group solved wooden Tangrams. The control group had no filler activity. Both computer and concrete groups improved significantly, the computer group slightly more, after the intervention. Fourth graders gained more in concrete situation, while fifth graders benefited more from the computer manipulatives. Boys and fifth graders gained more than girls and fourth graders respectively. Although research on the effectiveness of manipulative materials in mathematics education sometimes has conflicting results, the majority reports positive effect (Clements, 1999; Smith, Olkun & Middleton, 1998). According to Sowell (1989), long-term use of concrete materials was clearly superior to symbolic instruction encompassing specific topics and the entire mathematics curriculum, especially in early elementary grades. Additionally, teachers reporting greater use of a variety of instructional aids in teaching school mathematics also reported greater course coverage (Raphael & Wahlstrom, 1989). The extensive use of instructional aids was found