Arts & Humanities
PHD Dissertation
Arts & Humanities
Gender Equality of Women in Sport
Overview of Media and Technology in Society
Impact of Literacy on Student Readiness in Mathematical Concepts
Challenges in Development of Vaccine for HIV/AIDS
Urban Geography and Governance in Rio de Janeiro
Climate change impacts on marine ecosystems
Current Practice in the Juvenile Justice System
Importance of Manipulative in Teaching Elementary Mathematics
A Case Study on Linguistic Complexity Analysis
Importance of Manipulative in Teaching Elementary Mathematics
Students can improve their mathematical thinking skills by using manipulatives. Stein and Bovalino (2001) claim that “Manipulatives can be useful tools for encouraging students to think and reason in new ways. Manipulatives like pattern blocks, tiles, and cubes can help kids acquire well-grounded, integrated understandings of mathematical topics by giving them concrete ways to compare and operate on quantities.”
Educators have discovered that long-term usage of manipulatives in mathematics result and increase the following main categories (Heddens; Picciotto, 1998; Sebesta and Martin, 2004):
Communicating mathematical thinking
Explaining mathematical ideas and concepts
Linking real-world issues to mathematical representation
Working collaboratively
Thinking divergently to solve problems in a variety of ways
Using a variety of mathematical symbols to represent issues and solutions
Giving presentations
Taking ownership of their learning experiences
Develop confidence in their capacity to solve mathematical problems by developing their own techniques rather than relying on teacher advice. According to research, students who use manipulatives in specific mathematical topics are more likely to succeed than others [1].
Summary
According to research, using manipulatives to teach math can improve student learning. It holds true for students of all abilities and levels. It’s also true for almost every topic addressed in elementary school math classes. Incorporating manipulatives into mathematics lessons in meaningful ways helps students grasp concepts with greater ease, making teaching most effective [2].
Reference:
Moch, P. L. Manipulatives work! Nunley, K. F. Salt Lake City, UT: Layered Curriculum.
Picciotto, H.Operation sense, tool-based pedagogy, curricular breadth: a proposal, accessed at https://www.picciotto.org.
Pugalee, D. K. Constructing a model of mathematical literacy. 73(1): 19–22.
Ruzic, R. & O’Connell, K. (2001). Manipulatives, accessed athttps://www.cast.org/ncac/Manipulatives1666.cfm.
