Enhancing virtual manipulatives for after-school tutoring in the subtraction unit

Abstract

The learning of subtraction is essential for elementary students. However, common subtraction misconceptions hinder mathematics underachievers from learning subtraction. Existing remedial instruction focuses on teacher-oriented or self-learning approaches. However, we think that the tutor-based approach with virtual manipulatives can provide students with an opportunity to correct their misconceptions. In this study, a simple tutoring method based on misconception diagnosis is proposed, and supportive virtual manipulatives are prepared for voluntary tutors to use. First, the tutor identifies the tutee’s misconception by conducting a diagnostic test. Then, the tutor applies corresponding virtual manipulatives to help the tutee to understand the concept. For the first case manipulatives from the National Laboratory of Virtual Manipulatives (NLVM’s) are used, and the tutor-tutee interaction patterns are identified by sequential analysis. An enhanced virtual manipulative was then developed according to the aforementioned analysis, and applied to the second case to investigate its performance. Evaluation results indicate that despite the need for further improvement, the tutoring method with the enhanced virtual manipulative is effective for correcting subtraction misconceptions. Finally, recommendations for future research are proposed.