Virtual Tools in the Elementary Classroom
When I think about it, words can
sometimes get in the way of my math teaching. There are moments in my
elementary math classes where I am striving mightily to put something into
words that would be so much better understood without words. I wish, sometimes
too late, that I had prepared a physical object, a picture, or a moving picture
to show students what is happening when, say, one is regrouping in addition.
There have been plenty of these moments in my teaching, where in the back of my
mind I am wishing I had prepared a visual instead of trying so hard to put a
math concept or process into words. I can picture myself, like a native speaker
trying to explain driving directions to a tourist who doesn’t speak English.
Computer
technology is helping me with this challenge in teaching elementary math. Over
the years, I have become more and more dependent on visual representations
developed by others that I can show
to my students instead of telling them about it. One of my all-time favorites
is this simple animation used to help children understand the relationships
between circumference, diameter and pi:
Perhaps you will see what I mean when I talk about how this picture is worth a thousand math teacher words.
Of
course, planning hands-on experiences with manipulative materials is a
foundation of elementary math teaching around the world and is often the best
way to get away from words. When I do not have a physical object for children
to explore, or when circumstances in the classroom do not allow for the time
necessary for managing the stuff for each student, it is this growing trove of
helpful visuals that is becoming a well-worn tool of my math teaching toolbox.
For
years I have relied on the simple but effective visual teaching tools provided
in the National Library of Virtual Manipulatives (NLVM). The tools are also collected for easy access so I do not
have to spend a lot of time searching the internet for the right demonstration.
Consider the “fractions - adding” activity as an example of the power of these
tools.
Matholia (www.matholia.com.sg) also offers an updated collection of virtual tools for active demonstration to
students. I’ll give you an example of how I used the collection. I was doing
some remediation work with a second grader who was using the standard algorithm
for addition relatively well, but his errors showed that he only understood the
procedure, but had weak understanding of the meaning behind the procedure. I
pulled up Matholia’s place value tool, and we added numbers together, watching
what happened on the screen, and connecting the action to what was happening in
his pencil-paper work. I was proud that I could restrain myself from too many
words as I had him articulate for himself the process of regrouping on the
screen, and then the representation of regrouping on his paper.
I
know that I am relying on these virtual tools more and more. Because they are
so powerful, I want to access them easily and quickly. I want the whole toolbox
in one place so that when I find myself in that moment when words are actually
getting in the way, the visual representations are nearby and easy to use. I
don’t think we are there quite yet, but we are close. I wonder, would every
elementary math teacher’s toolbox be the same? Would one size fit all?
Matholia's growing library of over 100 virtual tools and manipulatives is included in all Matholia subscriptions. If you are already an adopting school and would like an offline version for the tools kit, contact
support@bre.com and reference this blog.
Dr. Kevin Mahoney is an academic researcher and Math Curriculum Coordinator for an independent school outside of Boston, MA. With over 20 years of elementary teaching experience Dr. Mahoney also works as a consultant and trainer to schools and teachers implementing Singapore Math Curricula.
