Building conceptual understanding: Exploring teachers’ use of virtual manipulatives in primary mathematics education

Abstract

Despite the emphasis on representations and conceptual understanding in the 2024 refresh of the New Zealand Mathematics Curriculum, the integration of virtual manipulatives (VMs) remains limited in classroom practice. Using a mixed-methods action research (MMAR) design, this research investigated how a professional development intervention can shape teachers’ perceptions and integration of VMs into mathematical instruction, following evidence of limited uptake in an initial survey. Quantitative data were collected from 36 New Zealand intermediate school teachers using a modified Constructivist Learning Environment Survey (CLES -VM) to examine teachers’ perceptions and reported use of VMs. This informed a subsequent action research phase with seven participants, incorporating pre- and post- focus groups and a series of professional development sessions following a design-based structure. Qualitative data were analysed using reflective thematic analysis, while survey data were analysed using descriptive statistics. Findings indicated that while teachers initially faced challenges such as the pragmatic constraints of using VMs and the tension between constructivist ideals and classroom management, the professional development intervention helped to mitigate these barriers. The professional development intervention supported teachers to adopt more intentional and flexible approaches to VM use, deepening their understanding of VMs as tools for conceptual development rather than representational extras. An unanticipated finding was the participant-initiated use of generative AI to design custom-built VMs, which contributed to a perceived shift in teacher autonomy. By transitioning from consumers of generic digital tools to creators of tailored resources, teachers were able to address the specific needs of students more effectively. Additionally, participants identified the role of VMs in reducing cognitive load and supporting instructional equity and accessibility. The research suggests that sustainable digital integration requires a hybrid professional development model that balances the immediate need for ready to use resources with the long-term, design-based development of teachers TPACK (Technological Pedagogical Content Knowledge).