- Michael Bailey
Virtual manipulatives motivate students to persist at mathematical tasks (Moyer-Packenham & Westenskow, 2013). The instantaneous feedback provided by virtual manipulatives centers learning on the student and make the tasks more game like (Moyer-Packenham & Westenskow, 2013).
This manipulative acts almost like target practice. The student opens up a graph and then tries to match it by filling in the correct parameters. The student receives feedback each time they enter a number, rather than at the end of the problem or assignment. They are therefore confronted with an immediate need to understand and correct their mistakes when they happen.