Mackie, Ashley

Building Mathematical Concepts through the Use of Manipulatives

Keywords: Manipulatives, Representation and Teacher’s Role

Abstract

Moving from traditional to reform mathematics has been a difficult transition for educators and parents. Over time, emphasis has been placed on teaching students to process information and express knowledge in a multitude of ways. The approaches to mathematics are steering away from paper and pencil techniques and towards a broader range of tools, such as the use of manipulatives. This research study explores the insights and experiences of two exemplary practitioners who have incorporated the use of manipulatives into their math programming. Some of the questions that are explored relate to how manipulatives support student learning, how teachers can assist students in representing math concepts, what resources support manipulative use and what role the classroom teacher plays in the process. Analysis of both the related literature and the collected data suggests that besides being fun, manipulatives can also help to develop students’ independence and choice making abilities, assist teachers in meeting the needs of diverse learners and help students transfer math concepts from abstract to concrete. The findings also suggest that teachers have an integral role in the successful use of manipulatives in a math classroom.

Acknowledgements

I would like to thank Dr. Tony Vernon for inspiring my passion for both math and research. I would also like to thank all of the people whose knowledge and guidance made this current research project possible. Thank you to Dr. Doug McDougall, Dr. Daphne Heywood and to my participants who shared their insights with me. Sincerest thanks to my family and Matt for all of their support and encouragement; I would not be where I am without them.