Secondary School Mathematics Teachers' Views and Use of Manipulatives - Jones, Adrian
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Mathematical manipulative materials (manipulatives) invite students to explore and represent abstract mathematical concepts in varied, concrete, tactile, and visually rich ways. Considering the prominence of the use of mathematical manipulatives in current K-12 curricula, pedagogical resources and professional development, research studies show that few secondary school teachers use them. While these studies do not examine this issue from the teachers perspective, they posit that some teachers lack the mathematical knowledge connected to manipulatives, are uncomfortable with or uncertain how…mehr

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Produktbeschreibung
Mathematical manipulative materials (manipulatives) invite students to explore and represent abstract mathematical concepts in varied, concrete, tactile, and visually rich ways. Considering the prominence of the use of mathematical manipulatives in current K-12 curricula, pedagogical resources and professional development, research studies show that few secondary school teachers use them. While these studies do not examine this issue from the teachers perspective, they posit that some teachers lack the mathematical knowledge connected to manipulatives, are uncomfortable with or uncertain how to use them, or do not believe that manipulatives have value in the teaching of secondary school mathematics. As a result there is a great need for research that provides further detail as to why and how secondary school mathematics teachers use manipulatives in their classrooms. This study, guided by the research questions: "How do secondary school teachers view the use of manipulatives in teaching mathematics? and "How do secondary school teachers describe their use of manipulatives in teaching mathematics? , sought to examine these issues through semi-structured interviews with six seconda
Autorenporträt
Adrian Jones lives in Ottawa, Ontario, Canada with his partner. After many years in high-tech, he returned to educational research to better understand his children's and his own understanding of mathematics. He became fascinated with why, how and when concrete manipulatives could strengthen understanding of abstract mathematical concepts.