The Effects of Using Manipulatives in Teaching Mathematical Problem Solving

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Date
2003
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The University of Alabama
Abstract

This study examined how manipulatives effected student achievement in mathematical problem solving while improving student attitude. Eight third grade students of a Title I school participated in the study. These students received fourteen twenty-minute instructional sessions followed by a probe. The use of manipulatives served as the intervention. Students were only allowed to use manipulatives in the last seven sessions. Data was collected from the first seven sessions and compared to the last seven sessions. Students were also given a pre and post survey to gain insight into the attitudes of the students. The results showed a gain in achievement for all eight students. The pre survey showed a less than positive attitude toward solving mathematical word problems. The post survey showed a more neutral opinion about mathematical problem solving.

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