Chapter 13: Using Manipulatives in Face-to-Face, Hybrid, and Virtual early Childhood and Elementary Mathematics Methods Courses

This chapter examines the implementation of manipulatives in face-to-face, hybrid, and virtual instruction. We utilized our Methods Course Instructional Re-Design (MCIRD) model to re-envision our teaching practices amidst the COVID-19 pandemic. Our MCIRD model drew from the Technological Pedagogical Content Knowledge (TPACK) Framework (Mishra & Koehler, 2006), Universal Design for Learning (UDL) (CAST, 2018) and the Standards for Preparing Teachers of Mathematics (AMTE, 2017). Within a context of preparing teacher candidates (TCs) to create and implement developmentally appropriate mathematical learning experiences for children, we share two case studies embedded within the broader discussion of why and how to effectively implement concrete and virtual manipulatives. Case Study 1 details an elementary teacher educator’s processes implementing virtual manipulatives in a synchronous online course. Case Study 2 details an early childhood teacher educator’s incorporation of both concrete and virtual manipula- tives in face-to-face, hybrid, and virtual courses. Based on our course design, we characterize face-to-face courses as meeting in person, hybrid courses as including both face-to-face and virtual components, and virtual as being held fully online. By exploring the integration of manipulatives in multiple modes of instruction, we offer practical suggestions for teacher educators engaged in this work. Finally, we identify what we do not yet understand about using manipulatives in different modes of instruction and how we can advance the field.