A comparative study investigating the use of manipulatives at the transition from primary to post-primary education

O’Meara, Niamh; Johnson, Patrick; Leavy, Aisling

doi:10.1080/0020739x.2019.1634842

Cited by 10 publications

(3 citation statements)

References 28 publications

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“…According to the literature review by Laski et al (2015) the use of manipulatives during the teaching of mathematics promotes the mathematical skills of preschool or older children. O'Meara et al (2020) studied the use of manipulative materials during the transition from primary to secondary education. Researchers report that primary teachers use manipulatives more often in teaching mathematics than secondary mathematics teachers, resulting in children experiencing difficulties during the teaching of mathematics.…”

Section: Theoretical Considerations About Use Of Manipulative Materialsmentioning

confidence: 99%

“…The terms of manipulative materials are more or less often used in the teaching of mathematics and give children the opportunity to explore mathematical ideas, concepts and procedures, and develop their mathematical skills and knowledge (Bujak et al, 2013;Sulistyaningsih et al, 2017;Zippert et al, 2019). The use of manipulative materials and visual aids in the educational process seems to have positive effect (O'Meara et al, 2020). Especially, in the teaching of geometry to children with special learning difficulties (SLDs), colored markers and the website Byrne's Euclid have positive learning outcomes (Rizos & Foykas, 2023).…”

Section: Introductionmentioning

confidence: 99%

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How can we help a student with Asperger syndrome to avoid the illusion of linearity?

Rizos

Foykas

2023

CONT MATH SCI ED

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The choice of appropriate educational materials, visual or physical, for teaching mathematics to children on the autism spectrum, is an important topic in the context of inclusive education. In this article we first focus on some theoretical issues concerning the manipulative material, on the teaching of proportional quantities in the Greek high school and the difficulties it presents, as well as on the Asperger syndrome. We present the design, the implementation and the basic results of a teaching intervention conducted in a 14-year-old student with Asperger syndrome studying in the 8<sup>th</sup> grade of a high school in Greece on the use of manipulative materials for solving authentic real-world and word mathematical problems. The research showed that the student understood the differences between the real analogy and the illusion of linearity inherent in the problems he was given to solve using manipulatives. The paper concludes with suggestions, perspectives and limitations for teaching proportion problems and the tackle of the illusion of proportionality using manipulatives.

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Section: Theoretical Considerations About Use Of Manipulative Materialsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

Rizos

Foykas

2023

CONT MATH SCI ED

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“…A wide range of research rooted from the mathematics learning theory proposed by Bruner (1966) and Piaget (1952) has been conducted in the past spanning from types of manipulative used (e.g., Litster et al, 2019), teaching approaches (e.g., Flores et al, 2020aFlores et al, , 2020b, content domain (e.g., Braithwaite et al, 2016;Ching & Wu, 2019), grade level (e.g., O'Meara et al, 2020) and learning context (e.g., Sekeris et al, 2020). To synthesise findings of interventional studies related to the use of manipulatives and teaching approaches rooted from Bruner's Theory (1966) and Piaget's theory (1952) in enhancing mathematics learning of students with mathematics disabilities, meta-analysis and systematic literature review has been conducted by several researchers (i.e., Lafay et al, 2019;Park et al, 2021b;Peltier et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Chin

Meng

SUSEELAN

2022

Participatory Educational Research

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Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425 related publications were retrieved from the Scopus database for bibliometric analysis. Descriptive analysis and regression analysis were performed to profile the publication trend. Then, author bibliographic coupling analysis was carried out to identify the domains of research related to mathematics learning from concrete to abstract. The findings show an increasing trend of publication following the exponential model. The research was clustered into five research domains: (i) 'manipulatives and arithmetic learning'; (ii) 'mathematics learning of students with learning disabilities'; (iii) 'Concrete-Representational-Abstract sequence in elementary mathematics teaching'; (iv) 'Ideal mathematics teaching'; and (v) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder'. The two emergent research domains in this research area are (i) 'mathematics learning of students with learning disabilities'; and (ii) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder', which have the highest proportion of publications since 2015. The findings of this study can help researchers to understand the current landscape of research with the notion of mathematics learning from concrete to abstract, and hence propose pathways for future research.

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Learning from the Past: Case Studies of Past ‘Local’ Curriculum Reforms

O’Meara

Milinković

2023

New ICMI Study Series

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A comparative study investigating the use of manipulatives at the transition from primary to post-primary education

Cited by 10 publications

References 28 publications

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

How can we help a student with Asperger syndrome to avoid the illusion of linearity?

Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Learning from the Past: Case Studies of Past ‘Local’ Curriculum Reforms

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