Use of Manipulatives in Mathematics at the Middle School Level and Their Effects on Students Grades and Attitudes.Report as inadecuate




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This paper reports on a study that examines mathematics scores when hands on manipulatives and group activities are used in the classroom at the middle school level. The study also explores changes in students' opinions of mathematics, assesses the intentions of females to take higher mathematics classes in high school, and surveys the amount of parental assistance students receive on homework. Students (N=27) in two pre-algebra classes participated in the study by responding to a pre-test, then participating in various activities related to the curriculum. Their scores and information collected via a survey complete the data. Survey data provides insight into student attitudes and perceptions. Results indicate that: (1) student performance is enhanced by the use of manipulative materials; (2) students' attitudes toward mathematics are significantly more positive than those in previous years; and (3) homework did not seem to positively affect student performance. The analyses suggest that the benefits of using manipulative materials in teaching algebraic concepts may not be evidenced by student grades. Contains 22 references. (DDR)

Descriptors: Concept Formation, Constructivism (Learning), Educational Strategies, Grade 8, Grouping (Instructional Purposes), Junior High Schools, Learning Strategies, Manipulative Materials, Mathematics Achievement, Mathematics Instruction, Middle School Students, Middle Schools, Problem Solving, Sex Differences, Student Attitudes











Author: Hinzman, Kristina P.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11105&id=ED411150



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