Everand Logo

Welcome to Everand!

  • Discover millions of ebooks, audiobooks, and so much more with a free trial

    Only $11.99/month after trial. Cancel anytime.

    The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children
    The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children
    The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children
    Ebook109 pages1 hour

    The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children

    By Dr. Shariba K. Amegatcher

    ()

    Read preview

    About this ebook

    This e-book gives the reader information on research in mathematics, and how the use of math Manipulatives can improve math performance. Differentiated learning is a way to modify the traditional curriculum in order to address the learning styles of other students. The book takes a look at mathematics education around the world, and compares it to math in the United States. An actual survey was given to math educators, and results are given in several tables throughout the book. Researchers, professors, parents, teachers in primary and secondary schools, as well as other educational institutions will enjoy the results of this mathematical research, and can come to realize the need for alternative ways to teach math.
    LanguageEnglish
    PublisherHillcrest Media Group
    Release dateFeb 28, 2015
    ISBN9781634133203
    The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children

    Related to The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children

    Related ebooks

    Mathematics For You

    View More
    View More

    Related podcast episodes

    Related articles

    Related categories

    Reviews for The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children

    0 ratings

    0 ratings0 reviews

    What did you think?

    Tap to rate

    Review must be at least 10 words

      Book preview

      The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children - Dr. Shariba K. Amegatcher

      Letter

      Statement of Original Work

      I declare the following:

      I have read the Code of Student Conduct and Academic Responsibility as described in the Student Handbook of Nova Southeastern University. This applied dissertation represents my original work, except where I have acknowledged the ideas, words, or material of other authors.

      Where another author’s ideas have been presented in this applied dissertation, I have acknowledged the author’s ideas by citing them in the required style.

      Where another author’s words have been presented in this applied dissertation, I have acknowledged the author’s words by using appropriate quotation devices and citations in the required style.

      I have obtained permission from the author or publisher—in accordance with the required guidelines—to include any copyrighted material (e.g., tables, figures, survey instruments, large portions of text) in this applied dissertation manuscript.

      __________________________

      Signature

      Shariba K. Amegatcher

      Name

      April 9, 2014

      Date

      Acknowledgments

      I would like to thank GOD for life.

      I would like to also thank the following people who helped me on this journey.

      Dr. R. Rose

      Dr. F. Uvah

      Dr. N. Jones-Ferguson

      Dr. C. Smith

      Dr. A. Biegler

      Dr. L. Fourte’

      Katherine Wheeler

      My loving family and friends

      Nova Southeastern University

      Abstract

      The Effect of Manipulatives on the Performance of Mathematical Problems in Elementary School Children.Shariba K. Amegatcher, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education, ERIC.

      Descriptors: Math, Manipulatives, Low-Income, Minority, Test Scores, Elementary

      The researcher designed this study to determine if low income minority eighth grade elementary school students who receive math instruction using math manipulatives can effectively learn math concepts as determined by higher achievement scores in math when compared to traditional math instruction. An investigation was done to determine to what extent the use of math manipulatives affect math test scores as it related to gender, ethnicity, and socioeconomic status. Participants were randomly selected from the entire population of educators, with a target population of elementary school educators. The study utilized an instrument designed and piloted by the researcher.

      This mixed methods study used quantitative and qualitative research where nine questions were addressed using descriptive statistics and one question was qualitative in nature. Conclusions were made based on the results of this data. The null hypothesis, there is no significant difference between students who use a math manipulative and students who do not use a math manipulative as it relates to gender, ethnicity, and socioeconomic status, was rejected.

      Suggestions for future research include actually using an experimental group and a control group to determine if one group achieves better results in math than the other group. Also, research can be conducted to determine if nearby school districts could be compared to determine if their same aged students improve their math scores using math manipulatives.

      Chapter 1: Introduction

      The researcher designed this study to determine if low income minority eighth grade elementary school students who receive math instruction using math manipulatives can effectively learn math concepts as determined by higher achievement scores in math when compared to traditional math instruction. Students cannot always abstractly identify how to problem solve and would benefit from a math education which provides differentiated instruction to all students. Using math manipulatives allows for a more concrete application of skills in math, and will enable the students to understand the material.

      Statement of the Problem

      The problem is by the time minority students reach middle school; they have failed to learn mathematics concepts through the traditional classroom approach (MacIver & MacIver, 2009).I designed this study to determine if low income minority eighth grade elementary school students who receive math instruction using math manipulatives can effectively learn math concepts as determined by higher achievement scores in math when compared to traditional math instruction. Using a textbook to teach mathematics has done students a disservice in the past. Manipulatives allow students to represent their mathematical thinking through physical actions even before they can verbalize their reasoning (Welchman, 2003, p. 1). When using manipulatives, students develop the confidence to experiment—an essential characteristic of good problem-solvers—because moving materials around is risk-free, leaving no trace, as does a pencil (Welchman, 2003, p. 1).

      In order for students to become more proficient meeting the national mathematics standards, there needs to be a paradigm shift in the way mathematics are taught in elementary schools. Students cannot always abstractly identify how to problem solve and would benefit from a math education which provides differentiated instruction to all students. Using math manipulatives allows for a more concrete application of skills in math, and will enable the students to understand the material. Through this study, the researcher determined if students who receive math instruction using math manipulatives learn math concepts more effectively as determined by higher achievement scores in math when compared to traditional math instruction.

      In this study, the researcher determined whether or not the use of math manipulatives increased achievement on tests for students evaluated. In the math classroom, students are constantly spoon fed the enormous amounts of information they must master in one school year. The children have not been taught to take a problem apart, apply it to their own lives, and come up with a solution. The teacher has been the predominant problem solver in the classroom. If students are given a variety of options in solving the problem, they can become better thinkers and problem solvers. In addition to coming up with their own solutions, math manipulatives can help the students to physically create models to facilitate their own thinking. Children should always be given an opportunity to move from concrete operations to abstract operational thinking when solving problems.

      Background and Justification

      Student test scores illustrate a need for new teaching strategies incorporated into the way students receive math instruction. Students across the nation continue to score low on elementary school math achievement tests. This is particularly true in elementary school mathematics

      Enjoying the preview?
      Page 1 of 1