Digital manipulatives and mathematics

Abstract

Preschoolers learn about and understand basic mathematical concepts and skills through explorative and interactive experiences with materials, manipulatives, peers and teachers. The role of tangible manipulatives has been underlined by many traditional theorists (i.e. Piaget, 1952; Bruner, 1966) in how these physical objects and small-world objects can bridge complex, abstract ideas with the real world. With the integration of technology today in children’s lives and early childhood curricula we have in place the novice type of ‘digital manipulatives’. The aim of this chapter is to argue that the debate on the physical or digital distinction is not so straightforward. The digital and tangible manipulatives give children diverse opportunities to make connections between their perception, cognition and motor action, especially in early mathematics. Such implications are discussed in how both digital and tangible manipulatives can support early mathematics and be part of an effective pedagogy in Early Childhood Education. The aim of this chapter is to: Explore the usefulness of manipulatives in the development of children’s mathematical thinking Examine differences and similarities in the affordances of digital and tangible manipulatives Address pedagogical aspects of implementing digital and tangible manipulatives in practice