Systematic review on the use of virtual and physical manipulatives by primary school teachers

Abstract

This study examines the use of virtual and physical manipulatives in mathematics instruction among primary school educators. The research adheres to a predetermined set of guidelines to systematically explore, select, evaluate, extract, and amalgamate information from 105 scientific sources. It employs a narrative methodology to elucidate and analyze the results. The findings revealed that educators utilise a variety of virtual and tangible manipulatives, including software, blocks, strips, tiles, and other resources, to instruct students in diverse mathematical concepts and skills. Educators employ these manipulatives for a range of educational purposes, including but not limited to introducing and reinforcing learning concepts, facilitating inquiry and discovery, and promoting problem-solving and reasoning abilities. Both virtual and physical manipulatives present advantages as well as challenges in the context of primary education. Implementing these strategies can enhance students' academic experiences, including their motivation, engagement, interest, understanding, fluency, communication, collaboration, and reflection. However, acquiring the necessary skills and resources, such as technical, pedagogical, or practical expertise, may pose challenges regarding availability and accessibility. Additionally, students may face cognitive, affective, or behavioural difficulties or potential hazards. The use of virtual and physical manipulatives is influenced by teacher education and professional development initiatives, which provide educators with knowledge, opportunities, and the empowerment to proficiently utilise both types of manipulatives within their teaching methodologies.