An exploration of the use of the hands-on manipulatives in the middle school math classroom
Written in 2007; 3,876 words; 25 sources; MLA; $ 106.95
Paper Summary:
This paper reviews findings in literature stating that hands-on manipulatives are effective in the middle school mathematics classroom. The paper then reports that the findings are of limitations in the use of manipulatives and, specifically, in the misuse of the manipulatives in the classroom. The paper further emphasizes that teachers must be well-educated and trained in the use of manipulatives, whether concrete material or virtual manipulatives for use on the computer and the Web. The paper concludes that it is clear that the use of manipulatives in mathematical instruction and learning in combination with cooperative learning is the best practice for instructional methods in today's mathematics classroom.
Outline:
Objective
Introduction
Historical Perspective
Theories
Research Studies
Virtual Manipulatives
Limitations
Static and Dynamic
Algebra Manipulatives
Summary
From the Paper:
"The slide-rule is a manipulative that was used in early education in providing students with a hands-on application in mathematics. Hands-on manipulatives such as blocks, rods, bean sticks and other manipulatives have been historically used in the math classroom as an aid in teaching mathematics. The work of Clements (1999) entitled; 'Concrete Manipulatives, Concrete Ideas" published in the Journal of Contemporary Issues in Early Childhood states that: "The notion of 'concrete' from concrete manipulatives to pedagogical sequences such as 'concrete to abstract' is embedded in educational theories, research and practice, especially in mathematics education."
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