Abstract
This paper summarises the initial findings of the Nuffield funded project ‘Making numbers’, which aims to develop guidance for teachers of children from age three to nine on the use of manipulatives to support the learning of arithmetic. A survey of teachers found they used manipulatives more with younger children and lower attainers of all ages. The literature review considers the history of manipulatives and suggests that a fruitful way of using them is to exploit their ambiguity by relating alternative representations. Key pedagogical factors are also identified.
Original language | English |
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Title of host publication | Proceedings of the British Society for Research into Learning Mathematics |
Editors | Gill Adams |
Pages | 1-6 |
Number of pages | 7 |
Volume | 36 |
Edition | 2 |
Publication status | Published - Jun 2015 |