Tangibles for learning: a representational analysis of physical manipulation
Manipulativesphysical learning materials such as cubes or tilesare prevalent in educational settings across cultures and have generated substantial research into how actions with physical objects may support childrens learning. The ability to integrate digital technology into physical objectsso-called digital manipulativeshas generated excitement over the potential to create new educational materials. However, without a clear understanding of how actions with physical materials lead to learning, it is difficult to evaluate or inform designs in this area. This paper is intended to contribute to the development of effective tangible technologies for childrens learning by summarising key debates about the representational advantages of manipulatives under two key headings: offloading cognitionwhere manipulatives may help children by freeing up valuable cognitive resources during problem solving, and conceptual metaphorswhere perceptual information or actions with objects have a structural correspondence with more symbolic concepts. The review also indicates possible limitations of physical objectsmost importantly that their symbolic significance is only granted by the context in which they are used. These arguments are then discussed in light of tangible designs drawing upon the authors current research into tangibles and young childrens understanding of number.
physical manipulatives tangible technologies mathematics learning educational technology virtual manipulatives