According to Charles-Ogan, G. I., & Amadi, J. C. (2017).
Students'
comprehension and performance on arithmetic tests can be enhanced by
manipulatives. Pupils who get traditional instruction without manipulatives
frequently perform worse than those who do. Student achievement,
engagement, and conceptual comprehension are all improved when
manipulatives are used in math classes. Students may find arithmetic more
approachable and pleasurable when using manipulatives, which offer a
tangible, hands-on method. They give a common vocabulary for
communicating these models and enable students to build their own
cognitive models for abstract mathematical concepts and procedures. The
concrete-pictorial-abstract (CPA) method should be supported by
manipulatives to help pupils transition from concrete comprehension to
abstract thought.
Reference: Charles-Ogan, G. I., & Amadi, J. C. (2017). Teaching mathematics
using problem solving method: A tool for achieving global competitiveness
and national development. Nigerian Journal of Curriculum Studies, 24 (3),
127-135
According to S.M. Adegboyega and O.V. Adeoluwa. (2020). Invented in 500
BC, the abacus is an early counting and calculating device made of frames,
beads, and ropes or wires. Older Abaci counted with pebbles, but modern
ones employ sliding rings on rods. Counting boards and abaci are examples
of manipulatives that have long been used to help with mathematical
computation and comprehension. To give students a tangible basis for
grasping mathematical ideas, think about using manipulatives in your
lessons.
Reference: Adegboyega, S.M., & Adeoluwa, O.V. (2020). Effects of
Animated Cartoon-Based Instructional Strategy on Senior Secondary School
Students' Learning Outcomes in Computer Studies in Ekiti State. Journal of
Human Kinetics and Health Education Pedagogy, 3(1), 108-121.
According to J. C. Amadi and E. C. Onyeka. (2018). The mean scores of the
experimental and control groups differed significantly in a study that used
geoboards to teach plane geometry, with the experimental group obtaining a
higher mean score. Students' comprehension, involvement, and performance
are often improved when manipulatives are included in math classes. They
foster a greater comprehension of mathematical concepts by giving pupils a
tangible means of learning abstract ideas. However, the length of time spent
using them, the type of manipulative being used, and other teaching
variables can all affect how effective they are. Use manipulatives in
arithmetic lessons to enhance students' performance and comprehension.
Reference: Amadi, J. C., & Onyeka, E. C. (2018). The effects of teachers' use
of manipulative materials on senior secondary three students' performance
in Geometry.
According to UribeFlorez and Wilkins (2017), the study examined the
association between primary children' (K–5) usage of manipulatives and their
acquisition of mathematics using data from the Early Childhood Longitudinal
Study (ECLS) 1998/1999. The study indicates that utilizing manipulatives
often over an extended period of time can improve primary kids' math skills,
even if a short-term examination found no link between manipulative use
and math grades. To enhance student performance and attitudes, teachers
should use manipulatives into their arithmetic lessons.
Reference UribeFlorez & Wilkins, 2017. International Journal of Science
and Mathematics Education, 15(8), 1541-1557.
https://doi.org/10.1007/s10763-016-9757-3
According to Lee, C. Y., & Chen, M. J. (2015) found that using virtual
manipulatives to teach students, along with typical continuous examples and
technology-supported continuous examples, improved learning enjoyment in
a manner similar to that of using concrete manipulatives. When used with
worked examples, virtual manipulatives can improve fifth-grade students'
performance in mathematics, particularly in areas like equivalent fractions,
and increase their enjoyment of learning in a manner similar to that of
concrete manipulatives. Take into consideration technology-supported
continuous examples, as they can be just as successful as concrete
manipulatives in enhancing learning enjoyment.
Reference: Lee, C. Y., & Chen, M. J. (2015). Effects of worked examples
using manipulatives on fifth graders' learning performance and attitude
toward mathematics. Journal of Educational Technology & Society,
18(1), 264-275.
According to Shurr et al. (2021) examined how well kids with autism
responded to math instruction using virtual and tangible manipulatives.
According to the study, both virtual and real manipulatives can be quite
helpful for teaching fundamental mathematical processes. For students with
autism, both virtual and tangible manipulatives can be useful resources for
teaching fundamental mathematical concepts. The accuracy and speed of
virtual manipulatives might be improved. Consider each student's
requirements and preferences when choosing manipulatives 2. Because of its
tactile qualities, some teachers prefer to introduce new content using
tangible manipulatives, but when there are no technical issues, virtual
manipulatives appear to be more stimulating for pupils.
Reference: Shurr, J., Bouck, E. C., Bassette, L., & Park, J. (2021). Virtual
versus Concrete: A Comparison of Mathematics Manipulatives for Three
Elementary Students with Autism. Focus on Autism and Other
Developmental Disabilities, 36(2), 71-82.
https://doi.org/10.1177/1088357620986944
According to Santos et al. (2015), virtual manipulatives are especially
suitable for individuals with intellectual disabilities, including those with
autism spectrum disorder (ASD), who frequently struggle with abstract
thought, deductive reasoning, and problem-solving. Since virtual
manipulatives can aid with reasoning and abstract thought difficulties, they
may be a useful tool for teaching mathematics to students with intellectual
disabilities like ASD. To make arithmetic more approachable and interesting
for students with ASD, think about utilizing virtual manipulatives.
Reference: Santos, M. I., Breda, A., & Almeida, A. M. (2015). Brief report:
Preliminary proposal of a conceptual model of a digital environment for
developing mathematical reasoning in students with autism spectrum
disorders. Journal of Autism and Developmental Disorders, 45(8), 2633
2640.https://doi.org/10.1007/s10803-015-2414-9
According to Mavis, O., and Larbi, E. (2016) A range of learning styles are
accommodated by manipulatives, which allow kinesthetic learners to
manipulate or model, explain material to auditory learners, and demonstrate
concepts to visual learners. According to Larbi and Mavis (2016),
manipulatives are crucial tools in mathematics education that improve
learning by appealing to a variety of senses, meeting the needs of different
learning styles, and making abstract ideas easier to understand. To
accommodate varying learning styles and technical resources, take into
account both virtual and real manipulatives.
Reference: Larbi, E., & Mavis, O. (2016). The Use of Manipulatives in
Mathematics Education. Journal of Education and practice, 7(36), 53-61.
According to Bouck, E. Anderson, R., and C. Sprick, J., Long, H., and D.
(2022). Concrete materials are used first in the Concrete, Representational,
Abstract (CRA) approach. Thereafter, representational levels (dots, tallies)
and abstract levels (numbers and symbols) are used. Commonplace items
can serve as useful manipulatives. Concrete manipulatives are real-world
items that give pupils a hands-on learning experience and aid in their
understanding of mathematical concepts. Even if virtual manipulatives are
becoming more popular, concrete manipulatives are still an essential tool,
particularly when combined with the CRA methodology. To accommodate
varying learning styles and technological capabilities, take into account both
tangible and virtual manipulatives.
Reference: Bouck, E. C., Anderson, R. D., Long, H., & Sprick, J. (2022).
Manipulative-based instructional sequences in mathematics for students
with disabilities. TEACHING Exceptional Children, 54(3), 178-190.
According to Adeoluwa, O.V., and Adegboyega, S.M. (2020). Visual
representations of tangible arithmetic manipulatives that can be accessed
digitally via websites and applications are known as virtual manipulatives.
The development of conceptual knowledge and the capacity to move to
abstract algorithms are impacted by the sequence in which manipulatives
are used. It is advised to use virtual first, then concrete. Make sure students
relate the underlying mathematical principles to the activities they take
using virtual manipulatives.
Reference: Adegboyega, S.M., & Adeoluwa, O.V. (2020). Effects of
Animated Cartoon-Based Instructional Strategy on Senior Secondary School
Students' Learning Outcomes in Computer Studies in Ekiti State. Journal of
Human Kinetics and Health Education Pedagogy, 3(1), 108-121.
According to Olowoyeye, O., and Adegboyega, S. M. (2016). Because visual
representations can be subjective and viewed differently by different people,
educators should use caution when implementing printable manipulatives. A
readily available, tangible type of instructional help is provided via printable
manipulatives. However, individual viewpoints may affect how they are
interpreted, so educators must carefully examine this. When use printable
manipulatives, encourage dialogue and give context to guarantee that
students have a common understanding.
Reference: Adegboyega, S. M., & Olowoyeye, O. (2016). Use of manipulatives
for mathematics teaching and learning. Journal of Education and Practice,
7(36), 53-61.
