Why Is A Manipulative?

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

This artifact will be used to teach mathematics to fourth graders in a public school system environment.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

The primary goal of the lesson sequence was to actively engage students through fostering problem solving skills and develop conceptual understanding about mathematics. Consequently a range of authentic learning experiences that aimed to actively engage learners through the use of real life contexts, concrete materials and peer collaboration was incorporated in the lessons. The purpose of designing authentic learning experiences was to enthral students in true mathematical problem solving. Fisher, (2005) supports this theory by stating ‘The true use of maths is seen in its application to real-life problems. The activities throughout the lesson plan were intended to support students in actively constructing knowledge by completely immersing students in relevant and authentic learning experiences to become an expert on the content.

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

Chapter one in the book Number Talks introduces the rationale for number talks and gives an overview of the basis of what a number talk would look like in a classroom. Number talks can be conducted in a small group or whole group setting. It is used to help children develop strategies for solving math problems and to deepen their understanding of numerical relationships. The three main goals of teaching through number talk sessions are to help students compute with accuracy, efficiency, and flexibility (5). Chapter one gives examples of how to highlight different strategies.

Using hands-on resources and manipulatives in mathematics is important for student’s development of mathematical content knowledge. Knaus & Featherstone (2014. p. 12) state that through the manipulation of objects in a mathematically rich environment children are able to achieve an understanding providing a bridge between everyday concepts and abstract concepts. Furthermore, manipulatives and play are linked. During play with manipulatives such as an age appropriately fill treasure basket children are able to explore a range of objects shapes, sizes, textures, weights, lengths and the mathematical language that is related to the objects (Knaus & Featherstone, 2014). According to, Connell, Shearer, Tobin and Harrod (2006) exploratory manipulatives provide students with the opportunity to explore their

In mathematics, the calculator can be an effective teaching and learning resource. Calculators can be used with children in all age groups, pupils can use calculators to explore and enhance their understanding of mathematics. It is important that children become confident users of calculators. They should recognise that the calculator is a tool they are in control of and understand how it can help them to develop their mathematical skills.

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 this data, 78% of the students enjoyed using objects. Do Mathematics manipulatives help you understand mathematics better? 88% of the students recorded that their understanding was enhanced with manipulatives. Do Mathematics manipulatives help you finish work quicker? 50% of the students responded in favor of working quicker with a manipulative. An interesting finding suggests that when students used two dimensional concrete manipulatives as opposed to computer based three dimensional manipulatives, students were more engaged with the concrete two dimensional than the three-dimensional computer based manipulatives. Cockett suggests further studies be conducted to research the reasons and effects of this finding. She also concluded that students were more efficient in the area of mathematics while using manipulatives and students enjoyed the task of solving equations while using manipulatives which in turn made the learning experience more pleasurable for the students as a whole. A limitation noted during the study was that students who were high achievers did not feel like they needed to use manipulatives because they understood the content. This caused a challenge for the researcher because her population

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Splash Math is an interactive app geared towards students in the second and third grade (6-9 years old). The app reinforces and sharpens the student’s math skills and concepts with adaptive math problems. The key features of the app are explanations for incorrect answers, reward system for the correct answer, scratch pad, monitor the students progress, self pace and voice narrator. The key benefits of Splash Math are to increase the students math confidence and competence, help master key math skills, provide student progress reports, and engaging. To promote student learning in a classroom, I will utilize Splash Math after direct instruction. The students will pair off into groups of two to three students. Students would collaborate to solve simple and

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

Math manipulatives can have a positive effect on the learning experience of a child. These manipulatives can help students maintain focus and develop a stronger overall understanding of mathematics (Florence). Students respond well to the addition of hands-on activities versus a strictly traditional lecture method of learning. The sense of touch and handling of objects kinesthetically kindles the interest and imagination of the students and assists in building understanding and beyond drill and stimulus-response method used.

Dice game is one of the easiest and convenient games played around the world. It can be played under any circumstances, quietly or in a noisy place. One can play alone, with a friend or in a group of friends. It is very beneficial as it improves learning number as well as addition skills (Knizia, 2010) .The Dice game is one of the oldest of all the games in the world. Records reveal that it has been played since more than 5,000 years ago. It has been thought to have originated from Egypt and was very popular with the ancient roman people. It is also a very versatile game (Liberman, 2013(. Although it may require some level of skill, it can be played by a totally unskilled person on the basis of luck. It is very flexible and can be played anywhere, on a table, on the floor etc. furthermore, it does not discriminate players on any basis, be it age, sex or social groups. Anybody, from the age of three can play this game as long as they are at the right state of mind. it is also a portable game that can