Keldgord Fayth, Ching Yu-Hui
Department of Educational Technology, Boise State University, Boise, ID USA.
TechTrends. 2022;66(6):957-967. doi: 10.1007/s11528-022-00796-9. Epub 2022 Oct 8.
While the use of virtual manipulatives (VM) is rising in classrooms, there is still limited research. regarding teacher experiences with and perceptions of virtual manipulatives. Most of the research regarding teacher perceptions of VM has focused only on short-term uses following professional development sessions and none has highlighted the experiences of teachers using them during emergency remote teaching during COVID-19. The purpose of this study was to explore teacher perceptions and. experiences with virtual manipulatives following emergency remote teaching during COVID-19. To achieve this, the researchers conducted an online survey to gather data on educator's ( = 103) experiences, perceptions, and usage of virtual manipulatives. The qualitative and quantitative data show that educators feel that VM are a valid and feasible support of mathematics instruction when physical manipulatives are not available. Results regarding usage of virtual manipulatives including frequency of use, standards taught, and types used are presented and discussed.
The online version contains supplementary material available at 10.1007/s11528-022-00796-9.
虽然虚拟教具（VM）在课堂上的使用正在增加，但相关研究仍然有限。关于教师对虚拟教具的体验和看法的研究较少。大多数关于教师对虚拟教具看法的研究仅关注专业发展课程后的短期使用情况，没有研究突出教师在COVID-19期间紧急远程教学中使用虚拟教具的经历。本研究的目的是探讨教师在COVID-19期间紧急远程教学后对虚拟教具的看法和体验。为此，研究人员进行了一项在线调查，以收集有关教育工作者（n = 103）对虚拟教具的体验、看法和使用情况的数据。定性和定量数据表明，教育工作者认为当无法使用实体教具时，虚拟教具是数学教学的有效且可行的支持。文中呈现并讨论了关于虚拟教具使用情况的结果，包括使用频率、所教授的标准以及使用的类型。
在线版本包含可在10.1007/s11528-022-00796-9获取的补充材料。
