How To Use Manipulatives In Math

While student teaching, I planned many small group activities, hands-on science lessons, and math lessons using manipulatives.  I planned for each possible classroom management issue so that I could avoid problems.  For example, when introducing base ten blocks to the first graders, I knew these brand new manipulatives could be a distraction.  To avoid this, I allowed the students to use bellwork time (the first 15 minutes of school) to explore and play with these new math manipulatives.  When the time came for our math lesson that afternoon, I stressed that students had an opportunity to play with the base ten blocks this morning, but now it was time for us to use these as our math tools, not math toys.  Our lesson ended up being a very productive one.

One day during algebra we were learning a new and difficult way to solve an algebra problem. I didn’t know how to do the homework, so I used the internet to teach myself,the website went through step-by-step and taught me and I was able to finish and get all the right answers on my homework. Technology can be a huge positive to someone's learning experience. Every student should be allowed to have a device in the classroom because it allows faster information, different teaching techniques, and teaches you how to find the right information out of many answers .

Artifact: The artifact is to execute a mathematics learning plan for fourth graders that facilitates and encourages both individual and group motivation whilst encouraging social interaction while both levels of motivation are being fostered. As suggested by the assignment and principle, heavy use will be made of technology as it is proven that technology can be used to facilitate and speed the learning process as well as interactions among the group.

This allows the student to become increasingly engaged and motivated in the class. Peter is engaged during peer discussion and classroom discussion. Peter is not a ‘leader’ among the group; however, he did participate to complete a multiplication problem in front of the class. During this volunteer time, Peter was aided by his peer, Michael to further his understanding of repeated addition. It has also been discovered throughout the school year that Peter is a hands on learner; the manipulatives present in the lesson keep Peter more engaged and increase his learning outcomes. Peter was able to complete the multiplication problem 10x3 on the board using the area model format; this displays that Peter understands the method of breaking numbers into equal groups.

In schools today, the rigorous academic demands in math content pushes away creative demonstrative of knowledge content and the traditional paper and pencil learning is heavenly relied upon. The doctor craft, however, was a fun activity that provided the teacher with a formative assessment of students’ ability to multiply equations with one array, one multiplication sentence, one equitation, and one distributive property. The distributive doctor operations on arrays art project served its purpose as a review before a summative test. At least 80% students met and exceeded completing the art project and the math portion completely correct. Using the ELMO and providing students with an example of a completed craft project, students worked independently

What can and will be viewed as an important part to enhance the effectiveness of a student’s learning; educators, software vendors and a student’s parents have supported the notion of involving technology into the classroom. This notion is increasingly valid in the area of post-secondary education where students primarily young adults, have to pay high amounts of tuition in the goal of obtaining a degree and obtain skills to translate into landing a job in a very competitive market. A now common tool among post-secondary institutions to aid students is the use of learning objects. For this research assignment, I will define what learning objects are and what they are used for. Look into the top learning objects in the market. Finally,

Jaclyn’s grade 8 math focused on mixed numbers to improper fractions. Jaclyn’s tone of voice was clear and welcoming to all students. Jaclyn used the Smartboard and OneNote to show examples of dividing fractions and simplifying fractions. Students were engaged and focused on the questions that were given to them as practice questions in OneNote software. Jacqueline also used instructional strategies and classroom management to refocus students on the task by asking students to put down their pencils while she taught certain math steps and she asked for student feedback while proceeding through each step. Jaclyn encouraged students to work in groups of five students at each table and she monitored each group by prompting questions with each

Technology is often used for the wrong reasons in the classroom. Teachers find a new idea and jump on the “technology band wagon” without considering if this is the best use for the digital tool. When planning lessons using technology, consideration needs to made as to how the tool will enhance the lesson or will it just be an added feature.

I was sitting in my Algebra 1 class waiting for my teacher to dismiss us. Apparently, my classmates didn’t get the memo since the second the bell rang, everyone dashed towards the door, while I remained seated and casually raised my hand to remind my teacher about passing out the homework. Hearing groans from every corner of the room, I remained sitting, secretly grinning. I only did such act because having no homework in math disturbed the balance and structure of not only the class, but the education system. To many of my peers, homework is treated as a burden, but me, I look on the other side of the coin

An interesting study that was done to compare concrete manipulatives to virtual ones showed that despite having the technological conveniences of today’s world, student teachers of this study preferred the ease and tangible effects of using concrete manipulatives. The 2011 study was conducted on 78 aspiring middle school math teachers. The student teachers met twice a week to work in groups while using concrete manipulatives including pattern blocks, fraction circles, Cuisenaire rods, two-color counters, and color tiles with a chip abacus. They followed this instruction with corresponding assignments while using virtual manipulatives. The student teachers were then directed to complete survey of questions that would compare both methods of

In chapter five of this book, it discussed one simple thing that all teachers ask themselves while they are teaching: Are the student learning even though they are having fun? Throughout the chapter, it discussed many various aspects of how a student could be having fun inside the classroom but that they may or not be learning. For example, the editors stated that “we find that as learners become comfortable with moments when their understanding is challenged by the results of their own designs, they become more engaged’ (pg. 56). They described the classroom setting as a “Tinkering Studio” by defining how the students use various methods to incorporate “meaningful ways to engage children” with certain tools that depended on technology (pg. 56). These devices were by the students in the classrooms to promote learning.

A manipulative is often used in many ways to teach mathematics such as basic addition, fractions, decimals, order of operations. To name a few manipulatives; blocks, cards, number tiles, counting tubes, etc…A manipulative can be taught either concrete (hands-on) or virtual. Hands-on manipulative models are physical objects such as base-ten blocks, deck of cards, Dice games, and Algebra tiles. A virtual manipulative is a technology that models the existing manipulatives such as base ten blocks, rulers, fractions bars and algebra tiles to name a few. These manipulatives are in the form of Java or Flash applets, a web base technology.

Although the hands-on learning approach requires a great deal of preparation time, once students have adjusted to the teaching method, the learning process becomes an enjoyable experience for both the teacher and the students (Berk, 1999). When teachers make use of hands-on activities to illustrate concepts in mathematics and science, students perform better on assessments in these subjects because their level of thinking and curiosity increase as a result of their active participation in the learning process (Wenglinsky, 2000).

There is a growing trend in the use of technology in the classroom. As a teacher, I am always looking for ways to use manipulatives in my lessons to increase meaning and authenticity for students. I would love to keep my students engaged, motivated and interactive in the classroom and still be able to get through the content each day. In order to achieve this, I need to have an arsenal of tools to draw from. That is why I agree with (Tataroglu & Erduran, 2010) as stated in the International Electronic Journal of Elementary Education (IEJEE) that “The use of technologies like IWBs in the classroom can provide teachers and students convenience and variety. “

While growing up, manipulatives were a tool that was commonly used in my classroom. Small states that “manipulative materials—concrete representations of mathematical ideas—is essential to developing mathematical understanding” (4). I believe that manipulatives are great tools, especially for younger students,