The Effect of Using Virtual Manipulatives in Algebra Teaching

<p>This study examines the effect of using virtual manipulatives in algebra instruction on the mathematics achievement of 8th-grade students. The study used a quasi-experimental research design with the pretest-posttest control group. The Mathigon application was used in the experimental group to teach the identity topic, while the direct teaching method was preferred in the control group. The study participants were 26 8th-grade students in a public school in the 2023-2024 academic year. As a data collection tool, students were asked 20 questions about the identity topic. The study data were analyzed using the SPSS package program. According to the results of the study, it was determined that there was no significant difference between the experimental group and the control group, but there was an increase in the mean scores in favor of the experimental group. As a result, in this study, the potential benefits of virtual manipulatives in mathematics teaching were evaluated and necessary information was presented for their more effective use in teaching processes.</p>