[Numeracy 211] Re: manipulatives
Archived Content Disclaimer
Please note: This page contains archived content from the lincs.ed.gov e-mail discussion list system, which was disabled in 2012. The content on this page is available for archival purposes only. Hyperlinks on this page may be broken or may no longer link to the content specified from within the archive posting. In addition, information displayed on this page may no longer be relevant.
Tue Feb 23 12:37:32 EST 2010
- Previous message: [Numeracy 210] Re: manipulatives
- Next message: [Numeracy 197] Re: manipulatives
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
> Hi Everyone,
> I¹ve been following this conversation on manipulatives with a great deal of
> interest. I don¹t teach math and in fact, I am quite bad at it. But I do find
> math interesting and wish I were better at it. My cousin is a math teacher at
> a community college and has done a sabbatical on working with transitions
> between ABE/AEL and community colleges. She and I had a discussion awhile ago
> that referenced a study done a couple of years ago that called into question
> the usefulness of manipulatives. While both of our gut instincts tell us that
> anything that bridges the theoretical to the concrete is helpful in the
> classroom, this article gave us both pause.
> Here¹s the article:
> Is anyone else familiar with the study or know of any further research on
> this? The discussion so far has focused on the benefits to manipulatives in
> math instruction, does anyone have any experience where that has not been the
> case? It is really hard for me to go against the experience of teachers and
> my own gut, but on the other hand, I also feel like research has merit and
> should be considered. Any one have any thoughts?
Missouri's Literacy Resource Center
815 Olive Street
St. Louis, MO 63101
(314) 678-4443 x 207
(314) 678-2938 fax
-------------- next part --------------
An HTML attachment was scrubbed...