Chapter 10: Physically Distributed Learning with Virtual Manipulatives for Elementary Mathematics

Computers have radically altered workplaces, personal communication, and commerce. The same cannot be said for schools. Though educators and researchers have touted the potential of computers for learning in K–12 schools (and computers with Internet access are now ubiquitous) (NCES, 2006), the examples of transformed practice are few and far between (Coley, Cradler, & Engel, 1997; Cuban, 2001). Problems with equipment and training explain some of this problem. An insufficient understanding of how computer technology can best support learning also contributes to the problem (Bransford, Brown & Cocking, 2000). To realize the potential of the existing computer infrastructure, schools need software that 1) supports good learning practice; 2) is free or inexpensive; 3) is easy to acquire and use; and 4) is adaptable to fit many educational goals and needs (Bransford, Brown, & Cocking, 2000; NCTM, 2006; Pfaffman, 2007; Sandholtz & Reilly, 2004).