Using Virtual Manipulatives to Support the Development of Number Sense

During this session Ms. Weary shared engaging ways to support the development of number sense in students. This included ideas for teaching important number sense concepts and skills, including the five- and 10-structures and subitizing: using virtual manipulatives as part of math instruction and evaluating virtual manipulatives for classroom use. Notes I wrote during this session are provided below:

•DreamBox virtual manipulatives includes free trial use of virtual manipulatives. http://www.dreambox.com
•Launched Jan. 2009 and has been well received (as you can see on their website).
•Research shows that virtual manipulatives are great!
•The Mathrack: 1-, 2-, 10-wire, numbers 0-100, question types vary, optimal building, quick images, show correct uses “chunking,” fun and logical. http://www.dreambox.com/blog/virtual-manipulatives-help-teach-early-nume...
•All virtual manipulatives were beta tested with users five times. Dreambox found that children wanted two chances to answer an item correctly.
•The Tenframe: UI and features similar to tenframe, buckets use subitizable amounts (1, 2, & 3) and landmark numbers (5, 10). The recycle bin allows children to, not only add but, subtract numbers. Testimonials from educators about this manipulative can be read at: http://www.dreambox.com/what_educators_say
•If you use the Dreambox program the tool assesses how children are doing (not with the free program).
•Adjust difficulty to find “zone of proximal development” (Vygotsky 1962).
•Decades and Hundreds Charts http://www.dreambox.com/kindergarten-math-lessons
•Open Number Line -- Cathy Fosnot talks about modeling. http://www.dreambox.com/blog/the-latest-free-dreambox-teacher-tool-open-... A teacher commented that she’d like to see the original question on screen for the child to reference while working.
•Snap Blocks: combination of Cuisenair Rods and Unifix cubes, focused on “equals.” http://www.dreambox.com/blog/the-newest-free-dreambox-teacher-%E2%80%93-...