Using Manipulative Materials.

Towards Mastery of the Addition of

Whole Numbers of Grade 1 Pupils

CHAPTER 1: INTRODUCTION

Using manipulatives when instructing is a constructivist instructive approach.

Educational rationalists accept that learning may be a handle in which a student’s
information is developed and effectively created by the understudy instead of latently
gotten by the understudy (Bruner, 1964; Dewey, 1938; Piaget, 1964). From this point
of view, understudies are dynamic examiners or maybe than inactive beneficiaries
within the learning prepared. (Dewey, 1938). When teachers utilized manipulatives in
their classrooms, understudies were empowered to be dynamic within the learning
handle since they were able to touch the concrete manipulatives (Carbonneau et al.,
2013; Krapp, 2005). Hence, utilizing manipulatives to encourage students’ scientific
understanding can fortify students’ problem-posing and problem-solving capacities.
Young students don't have the capacity to think abstractly (Bruner, 1964; Carbonneau
et al., 2013). In any case, utilize of manipulatives may give a much-needed
arrangement for youthful learners who are confronted with theoretical concepts.
Analysts have found that understudies who utilized manipulatives effectively created
their understanding and bridged the crevice between the unique and concrete since
they were able to imagine the numerical concept through building models with the
manipulatives (Ausubel, 1963; Bruner, 1964; Carbonneau et al., 2013; Krapp, 2005;
Schoenfeld, 1987). Hence, when understudies have the opportunity to utilize concrete
manipulatives as learning devices, they can improve their theoretical thinking capacity.
In addition to improving students’ abstract thinking capacity, students’ use of
manipulatives can moreover increase their level of interest and motivation, which may
be a critical factor affecting students’ success in mathematics. Despite the advocacy of
utilizing manipulatives and the significance of problem-solving and -posturing capacities,
there have been few thorough distributed investigations considering on the utilization of
manipulatives with problem-solving and -posturing exercises. Therefore, the purpose of
the current study was to investigate the use of manipulatives inside the problem-posing
learning experiences of elementary students from the perspective of the researchers
who had administered the problem-posing intervention to the students with the
utilization of manipulatives amid the past quasi-experimental study. From now on, these
analysts will be referred to as “instructors”.