SAGE Publications Abstract: Since one of the main goals of teaching geometry is to provide students with theopportunity to develop spatial reasoning, it is important to find the most suitablesupport for learning 3D geometry in elementary school. This paper comparesInformation and Communication Technology (ICT) and physical manipulatives sup-port, with the aim to answer if their use produces different effects on students’spatial reasoning. The participants in the study were 74 4th graders (10–11 yearsold) who were assigned to two equal groups that attended a month of the exper-imental program. Group EICTlearned with the ICT support and group EMANlearnedwith physical manipulatives support. The results showed that there was no differencein students’ 3D geometry achievement regardless of the support that was used, andthat both supports provided learning access for all students. According to ourresults, teaching geometry should be directed to the complementary use of physicalmanipulatives and ICT support, depending on the technological and software resour-ces available to schools and teachers’ preference of the support. ICT can assist inachieving learning equity, but there is a need for a systematic development of the ICT sources that could be used as instructional manipulatives, their promotion, and thesupport for the teachers. https://journals.sagepub.com/doi/full/10.1177/07356331211001319 info:eu-repo/semantics/article eng http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode 2022 Comparing ICT with physical manipulative supported learning of 3D geometry in elementary school https://phaidrabg.bg.ac.rs/o:26155 doi:10.1177/07356331211001319 ISSN: 0735-6331 Journal of Educational Computing Research 59 application/pdf 1072633 bytes Ђокић, Оливера Дабић Боричић, Милана Јелић, Мила Keywords: manipulative, geometry, equity, spatial reasoning, elementary mathematics instruction