This ERIC digest examines recent research about the use of manipulatives to teach mathematics. "Manipulatives" refers to objects that can be touched and moved by students to introduce or reinforce a mathematical concept. The digest also speculates on some of the challenges affecting future use of manipulatives. Since the 19th century, educators have advocated the active involvement of children in learning. Research suggests that manipulatives are particularly useful in helping children move from the concrete to the abstract level. Building the bridge between these levels, however, requires careful structuring of manipulatives by the teacher. Studies indicate that manipulatives can be effective when used properly. Issues relating to the implementation and success of manipulatives include the availability of manipulatives, the period of students' exposure to manipulatives, and teachers' experience and training. Two influences will probably affect the use of manipulatives in the future: schools' efforts to conform to the "Curriculum and Evaluation Standards for School Mathematics" and the commitment of state resources to transform theory into practice. Some state and local initiatives have mandated the implementation of manipulatives through policy, law, or curriculum documents. Among the states that mandate or encourage manipulative use are California, North Carolina, Tennessee, and Texas. The document concludes that further research is needed to shed more light on the effectiveness of manipulatives in both elementary and secondary schools. The document includes 10 references. (TES)
Authors
- Authorizing Institution
- ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
- Peer Reviewed
- F
- Publication Type
- ['ERIC Publications', 'ERIC Digests in Full Text']
- Published in
- United States of America
- Sponsor
- Office of Educational Research and Improvement (ED), Washington, DC.
Table of Contents
- Experiential Learning of Mathematics Using Manipulatives. ERIC 1
- DEVELOPMENT OF MANIPULATIVES FOR TEACHING 1
- NEW DIRECTIONS FOR PUTTING THEORY INTO PRACTICE AREAS FOR INCREASED ATTENTION 1
- ACCESS ERIC 1-800-LET-ERIC 1
- In this Digest manipulatives will be understood to refer to objects that can be touched on some of the challenges that will affect their use in the future. 2
- Both Pestalozzi in the 19th century and Montessori in the early 20th century manipulative materials should be used. semiconcrete and semiabstract levels in the following way 2
- IMPLEMENTATION OF MANIPULATIVES IN GRADES K-12 3
- Phillips Shroyer Winter 1986 for example is an activity-based mathematics 3
- Raleigh NC Center for Research in Mathematics and Science Education. Mathematics activity manuals Draft Versions K-8 Algebra I and II Unified Geometry Tennessee at Martin. 5
- Teacher 336 14-17. 5
- Open Education 191 1-11. 6
- National Council of Teachers of Mathematics. 1989. Curriculum and evaluation 6
- Peavler C. DeValcourt R. Montalto B. Hopkins B. 1987. The mathematics 6
- Reproduction Service No. ED 144 840 6
- Prepared by Robert Hartshorn and Sue Boren The University of Tennessee at Martin 6
- Return to ERIC Digest Search Page 7