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Abstract
This review article visualizes the use of manipulative materials in teaching mathematics among junior high school teachers. The review correlated to the study in the following areas: The concept of manipulative materials, types of manipulative materials teachers use in teaching mathematics, How teachers obtain manipulative materials for teaching mathematics, teaching methods teachers use for teaching mathematics with the use of manipulative materials, teachers’ perceived benefits of using manipulative materials in teaching mathematics, and challenges of using manipulative materials in teaching mathematics among teachers. In order to develop every student’s mathematical proficiency, leaders and teachers must systematically integrate the use of concrete and virtual manipulative materials into classroom instruction at all grades. Manipulative materials not only allow students to construct their own cognitive models for abstract mathematical ideas and processes, but they also provide a common language with which to communicate these models to the teacher and other students.
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References
- Adu-Yeboah, C. (2008). Transacting the social studies programme in junior high schools in the Obuasi Municipality in the Ashanti Region of Ghana. Mphil. Thesis, Department of Basic Education of the Faculty of Education, University of Cape Coast, Ghana
- Alhassan E. (2012).Gender Access Gap: Factors affecting gender disparity in enrolment and attendance in basic schools in Northern Region of Ghana. PhD Thesis. Published by University of Ghana. (www.ug.edu.gh)
- Awanta, E. K. (2000). Helping students overcome mathematics anxiety. Journal of the Mathematical Association of Ghana, 12, 59-63.
- Bjὂrklund, C. (2014). Less is more- mathematical manipulative in early childhood education. Early Care, 184(3),
- Burns, B. A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative using third-and four-grade mathematics. School Science and Mathematics, 111(6), 256-261.
- Brock Education Journal, (2017): Impact of Manipulative Use on Grade 2 Math Scores. Carbonneau, K.
- M., Marley, S., & Selig, J. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulative. Journal of Educational Psychology, 105(2), 380 400.doi:10.1037/a0031084
- Clements, D. H. (1999). “Concrete” manipulative, concrete ideas. Contemporary Issues in
- Early Childhood, 1(1), 45-60.
- Eshun, B. A. (2000). Sex-differences in attitude of students towards mathematics in secondary school. Journal of Mathematical Association of Ghana, 12, 1-12.
- Freer, D. (2006). Keeping it real: The rationale for using math manipulative in the middle grades. Mathematics teaching in the middle school, 11(5), 238-242.
- Istiandaru et al 2017 Journal of Physics: Conference Series OR IOP Conf. Series: Journal of Physics: Conf. Series 943(2017) 012023
- Pham, S. (2015). Teachers’ perceptions on the Use of Math Manipulative materials in Elementary Classrooms. Master of Teaching Thesis, Ontario Institute for Studies in Education of the University of Toronto
- Philips, D. G. (1989). The development of logical thinking: A three-year longitudinal study. Paper
- presented to the National Council of Teachers of Mathematics, Orlando, FL
- Polit, D.F., & Beck, C. T. (2012). Nursing research: generating and assessing evidence for nursing practices. Philadelphia: Wolters Kluwer Health/Lippincott William & Wilkins
- Swan, P. & Marshall, L. (2010). Revisiting mathematics manipulative materials. Australian Primary Mathematics Classroom, 15(2), 13-19
- West Africa Examination Council (2019). Chief Examiner’s Report on Basic Education Certification Examination. Accra: Wisdom Press
References
Adu-Yeboah, C. (2008). Transacting the social studies programme in junior high schools in the Obuasi Municipality in the Ashanti Region of Ghana. Mphil. Thesis, Department of Basic Education of the Faculty of Education, University of Cape Coast, Ghana
Alhassan E. (2012).Gender Access Gap: Factors affecting gender disparity in enrolment and attendance in basic schools in Northern Region of Ghana. PhD Thesis. Published by University of Ghana. (www.ug.edu.gh)
Awanta, E. K. (2000). Helping students overcome mathematics anxiety. Journal of the Mathematical Association of Ghana, 12, 59-63.
Bjὂrklund, C. (2014). Less is more- mathematical manipulative in early childhood education. Early Care, 184(3),
Burns, B. A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative using third-and four-grade mathematics. School Science and Mathematics, 111(6), 256-261.
Brock Education Journal, (2017): Impact of Manipulative Use on Grade 2 Math Scores. Carbonneau, K.
M., Marley, S., & Selig, J. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulative. Journal of Educational Psychology, 105(2), 380 400.doi:10.1037/a0031084
Clements, D. H. (1999). “Concrete” manipulative, concrete ideas. Contemporary Issues in
Early Childhood, 1(1), 45-60.
Eshun, B. A. (2000). Sex-differences in attitude of students towards mathematics in secondary school. Journal of Mathematical Association of Ghana, 12, 1-12.
Freer, D. (2006). Keeping it real: The rationale for using math manipulative in the middle grades. Mathematics teaching in the middle school, 11(5), 238-242.
Istiandaru et al 2017 Journal of Physics: Conference Series OR IOP Conf. Series: Journal of Physics: Conf. Series 943(2017) 012023
Pham, S. (2015). Teachers’ perceptions on the Use of Math Manipulative materials in Elementary Classrooms. Master of Teaching Thesis, Ontario Institute for Studies in Education of the University of Toronto
Philips, D. G. (1989). The development of logical thinking: A three-year longitudinal study. Paper
presented to the National Council of Teachers of Mathematics, Orlando, FL
Polit, D.F., & Beck, C. T. (2012). Nursing research: generating and assessing evidence for nursing practices. Philadelphia: Wolters Kluwer Health/Lippincott William & Wilkins
Swan, P. & Marshall, L. (2010). Revisiting mathematics manipulative materials. Australian Primary Mathematics Classroom, 15(2), 13-19
West Africa Examination Council (2019). Chief Examiner’s Report on Basic Education Certification Examination. Accra: Wisdom Press