The proliferation of computers, tablets, and internet access has brought the use of virtual manipulatives into the majority of classrooms in the developed world. In responding to the needs of today's students, many of whom are adept at accessing and manipulating technology devices, virtual manipulatives provide a variety of classroom opportunities. While there is a well-established body of research regarding the efficacy of information and communication technology use in classrooms, there has been something of a debate as to whether materials rendered on a screen can be classed as manipulatives. Not only do virtual manipulatives have a role as a learning tool in themselves but they can also act as a bridge in the progression from physical objects to representational forms. There is, however, the same warning which comes with physical manipulative materials: the manipulative in no way guarantees learning will happen. Carefully helping students make connections between what is hoped to be learned and the materials is essential (Reimer & Moyer, 2005).