Using Manipulatives in the Mathematics Classroom

Borthwick, Alison

doi:10.4135/9781526489715.n3

Cited by 1 publication

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“…Learning online has limitations with respect to representations and investigations. The objects on the screen are a level of abstraction away from the concrete tools that students can manipulate with their hands, a level closer to symbolic representation (Back, 2019). One of the insights that teachers shared in our surveys was how necessary the experience of concrete tools was in building a foundational understanding of concepts (Sarama & Clements, 2016).…”

Section: Reinvention Of Mathematics Teachingmentioning

confidence: 98%

Necessity is the Mother of Invention: How the Need for Online Schooling Impacted Mathematics Teaching Practices and Student Engagement

Horn-Olivito,

Martinovic,

Winney

2023

CJAR

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In this paper, we document elementary school teachers’ attitudinal and pedagogical changes during the rapid move from brick-and-mortar to virtual schooling initiated by the COVID-19 pandemic. We administered four online surveys (in September and October 2020, and in March and June 2021) to determine teachers’ perceived challenges and successes in using online technology, as well as applied mixed-methods action research to identify their approaches to teaching mathematics online. The initial challenges included gaining skills, resources, and know-hows for teaching online, and supporting students and their families in the swift transition, while also maintaining instructional goals and overcoming stress. The later challenges included dealing with workload and engaging students in learning. As their comfort with technology increased, teachers started realizing that many old pedagogies were either impossible or inadequate in the online environment, and they began to innovate with virtual classrooms that encompassed students’ homes, parents, and the outdoors. Mathematics manipulatives were found in the kitchen and measurements were done in the home or during walks outside. Mathematics concepts became more real-life centered, and learning became more playful and problem-oriented. Technology helped to create and sustain learning communities, and exposed student thinking at their comfort level. For some students, this approach worked better than brick-and-mortar schools; for most teachers, it created opportunities to provide and receive feedback differently, collaborate widely, reinvent their practice, and contribute to changing norms. We conclude by providing suggestions for moving forward.

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Section: Reinvention Of Mathematics Teachingmentioning

confidence: 98%