The Application of Dual Coding Theory in Multi-representational

This mixed method study compared mathematics achievement in two third-grade classrooms using two different representations: virtual manipulatives which has dual codes of visual and symbolic representations, and physical manipulatives for instruction in fraction addition and balancing algebraic equations. The research employed a within-subjects crossover repeated measures design, administered pre and post tests and gathered examples of students’ work. An Analysis of Variance showed statistically significant differences in achievement in favor of the virtual manipulative fraction treatment. An analysis of students’ written work showed that the virtual environment supported students’ learning of the algorithmic process by providing captured procedures displaying pictorial and numeric representations.