Assumption College Primary Section
Sathorn 11, Sathorn, Bangkok, Thailand
Case Study on Using
Manipulatives in Teaching
Elementary Mathematics
By
Mr. Rodimar O. Jaranilla
Mathematics (English) Prathom 1/10
Second Semester
Academic Year 2013
CONCEPTUAL FRAMEWORK
This case study focused on the importance and
benefits of using manipulatives in teaching elementary
mathematics. The results of using these manipulatives in
teaching learning activities. It is important for young
children to have variety of materials to manipulate and
the opportunity to sort, classify, weigh, stack and explore
if they are to construct mathematical knowledge.
Opening opportunities in learning mathematical concepts,
children need firsthand experiences related to these so
that very significant and meaningful results will achieve.
Educational study indicated that the most valuable
learning occurs when students actively construct their
own mathematical understanding, which is often
achieved through the use of manipulatives.
PURPOSE OF THE STUDY
The main purpose of this study is to aid the teaching
and learning activities to be more enjoyable and
productive. In this paper, the author only use personally
made clock for students to touch and manipulate for
greater learning activities. Through the use of this
manipulative, teaching and learning are very easy and
productive. Manipulative was created to aid not only for
the teacher but most of all for the benefit of the students.
Manipulatives have great impact on the learning of the
students because they have a opportunity to manipulate
them.
MANIPULATIVES DEFINED
Manipulatives defined as physical objects that are
used as teaching materials to engage students in the
hands-on learning of mathematics.
Some say,
manipulatives are concrete models that involve
mathematics concepts, appealing to several senses, that
can be touched and moved by the students. When
manipulatives are used, the senses are brought into
learning; students can touch and move objects to make
visual representations of mathematical concepts. The
purpose of using manipulatives in mathematics
environment is the concrete modeling of abstract
mathematical ideas. While it is very impossible to show
the mathematical concept directly by means of
manipulative, it is very possible for the students to
construct a concept or discover a mathematical
relationship through an appropriate use of manipulative
in a meaningful classroom environment.
There are many mathematical manipulatives a
teacher can provide for the better understanding of the
lesson being taught. Mathematical manipulatives can be
purchased or constructed by the teacher. Here are some
examples
of
manipulatives:
multibase
blocks,
interlocking cubes, color tiles, base ten blocks, pattern
blocks, counters, place value mats, scales, clocks,
number cases or dice, spinners, geoboards, standard and
non-standard rulers, numbers lines and many more.
BENEFITS OF MANIPULATIVES
Manipulatives can be used in teaching a wide variety
of
lessons
in
mathematics:
problem
solving,
communicating, reasoning, connections and estimations.
The materials should foster children’s concepts of
numbers
and
operations,
patterns,
geometry,
measurement, data analysis, problem solving, reasoning,
connections and representations.
Manipulatives are very helpful to children and they
must be used correctly and appropriately. Children must
understand the mathematical concept being taught
rather than simply enjoying the manipulatives. The math
manipulatives should be appropriate for the students
and chosen carefully to meet the specific goals and
objectives of the lesson. It is also important for teachers
to allow their students to have free time to play with the
manipulatives. Teachers should provide students with
opportunities to work with manipulatives with openended objectives that have no specific goals. These
opportunities allow the children the chance to explore
their own questions and generate variety of answers.
These experiences help children think about their world
in many alternative ways and help them understand that
there are many ways in solving problems.
Manipulatives help students learn by allowing them
to move from concrete experiences to abstract reasoning.
When students manipulate objects, they are taking the
first step toward understanding math processes and
procedures.
The effective use of manipulatives can help students
connect ideas and integrate their knowledge so that they
gain a deep understanding of mathematical concepts.
Through the proper use of manipulatives in teaching
especially in Mathematics increase students’ interest in
the subject. Using of different types of manipulatives
helps improve the environment in math classrooms.
When students work with manipulatives and then are
given a chance to reflect on their experiences, not only is
mathematical learning enhanced, but math anxiety is
also greatly reduced.
Using
manipulative
materials
in
teaching
mathematics will help students in many aspects of
learning. Students can learn:
1. to relate real world situations to mathematics
symbolism.
2. to work together cooperatively in solving problems.
3. to discuss mathematical ideas and concepts.
4. to verbalize their mathematical thinking.
5. to make presentations in front of a large group.
6. that there are many different ways to solve problems.
7. that mathematical problems can be symbolized in
many different ways.
8. that they can solve mathematical problems without
just following teacher’s directions.
DURATION OF THE STUDY
This study was conducted from January 1 to 31,
2014 to Prathom 1/10 students in Assumption College
Primary Section, Sathorn Campus, Bangkok, Thailand.
There are 2 periods each week with 50 minutes per
period and a total of 4 weeks.
In Prathom 1/10 class, there were 43 students who
were the subject of this study.
CASE STUDY METHOD
The method of gathering information with this study
was based on the observation of the author and the
results in the Prathom 1/10 students in the given period.
There are two lessons given to the students in this
study, Shapes and Patterns and Time.
The first lesson is Shapes and Patterns. In the first
part of the study, the students were introduced to the
lesson using the drawing in the projector no actual object
that the students can touch or move. Teacher used the
technical materials provided by the school. There are lots
of shapes and patterns were introduced and discussed.
Lot of explanations was given to the students to grasp
the concept of the lesson. Many exercises in the book
were explained and answered. Checking of the
comprehension of the students was done time to time.
The responses of the students were very good.
The next period students were given examples about
the previous lesson before the written test was given.
On the second part of the study, the author has
personally made clock as manipulative or teaching aide
as part of the lesson, Time. The author used the clock for
easy understanding of the lesson being taught. The clock
is big and has movable short hand and long hand. This
is the opportunity of the author to convey his lesson very
well using the clock. This has given the students an
opportunity to go in front of the class and show the
correct time of the clock. Almost all students want to
touch and manipulate the clock to show the correct time.
The author has a great teaching experience and the
students have enjoyable moments too. Teaching and
learning experience were enjoyable and productive.
On the next period, the author reviewed the lesson
before giving the test. Students were very much excited
to manipulate again the clock.
Marks in Shapes and Patterns
Number of Students
Marks (10)
3
10
6
9
18
8
11
7
4
6
1
5
The preceding page is the graph of the results of the
first part of the study which is Shapes and Patterns. The
first column tells us the number of students who took
the test with their corresponding marks or scores. Most
of the marks are not so good because of the nature of the
lesson which is very easy.
Marks in Time
Number of Students
Marks (10)
34
10
6
9
2
8
1
7
6
5
The above graph tells us the results of the lesson in
time. The first column tells us the number of students
who took the test and the second columns shows their
corresponding marks.
Almost everybody got the perfect scores because it
was through the aid of manipulative which is the hand
made of the author. The manipulative used was very
useful in achieving the goals of teaching which good
learning results.
EVALUATION AND ANALYSIS
Based on the observation and the data gathered
about the study, the author concluded that the use of
manipulative is very effective in teaching mathematics.
Manipulative helps the students understand more
about the lesson learned. Through the use of
manipulative students were able to grasp the lesson in
an enjoyable and productive way.
The use of manipulatives enhanced what teacher
tend to reach, namely, by directing students attention
toward introducing the facilitation of understanding and
conceptualization of mathematical ideas and also gives
the teacher an additional alternative assessment method
to measure students’ performance in a real situation.
SUMMARY
This study was focused on the benefits in using
manipulatives in teaching mathematics in Prathom 1/10
students in Assumption College Primary Section,
Sathorn Campus, Bangkok, Thailand.
The author
concluded that using of manipulative enhance and
develop a good attitude towards mathematics.
The use of manipulatives help teacher and students
achieve a common ground of every aspect of learning.
There is a good teaching learning results.
Teachers who use manipultaives to help teach math
can positively affect student learning. Students at all
levels and of all abilities can benefit from manipulatives.
Mathematician, Seymour Papert, believes manipulatives
‘are objects to think with’. Incorporating manipulatives
into mathematics lessons in meaningful ways helps
students grasp concepts with greater ease, making
teaching most effective.
REFERENCES
Kelly, C.A. (2006). Using manipulatives in mathematical
problem solving: A performance base analysis [Electronic
Version]
Currie, S. (2005). The mathtubs are coming! Teaching
PreK-8
Smith, S.S. (2009). Early Childhood Mathematics (4th
Edition) Boston: Pearson Education Using Manipulatives
Seefeldt, C., & Wasik, B.A. (2006). Early education:
three-, four-, and five-year-olds go to School (2nd Edition)