EJMT Abstract

This paper presents the findings to a study that investigated the impact of virtual manipulatives on the Primary Three students’ learning of equivalent fractions. The study, which adopted a quasi-experimental mixed research approach, pointed towards a positive impact of the use of virtual manipulatives on students’ engagement in their learning as well as on narrowing students’ mathematical achievement. Furthermore, it is also observed that the manipulation of the virtual manipulatives to test hypotheses and experiment with ideas has enhanced students’ thinking and creativity.