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FAKULTI PENDIDIKAN DAN BAHASA

SEPTEMBER / 2012 (SMP AMBILAN KHAS OKTOBER 2012)

HBMT 2103 TEACHING OF ELEMENTARY MATHEMATICS PART 1 MAY 2013

EFFECTIVE LEARNING OF MATHEMATICAL CONCEPTS AND SKILLS (MANIPULATIVE MATERIALS)

NAMA NO. MATRIKULASI NO. KAD PENGENALAN NO. TELEFON E-MEL

: : : : :

FLORENCE LEE CHIN SHEN 801130015076001 801130015076 0127102032 florence8011@gmail..com

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CONTENT

PAGE

1.0

INTRODUCTION

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RELEVANT EXAMPLES (TOPIC OF MATHEMATICS) OF MANIPULATIVES IDENTIFIED

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SUITABLE ACTIVITIES INVOLVING THE USE OF MANIPULATIVES

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THE IMPACT OF USING THE RESPECTIVE MANIPULATIVES

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THE WAYS TO PROMOTE SUCCESSFUL LEARNING USING MANIPULATIVES

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SUMMARY

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CLOSURE

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REFERENCES

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1.0

Introduction

Manipulatives are physical objects that are used as teaching tools to engage students in the hands-on learning of mathematics. They can be used to introduce, practice, or remediate a concept. A manipulative may be as simple as grains of rice or as sophisticated as a model of our solar system. They may be store-bought, brought from home, or teacher- or student-made. They can be used in all areas of math instruction-teaching number and operations, measurement, geometry and so on, and across all grade levels.

According to learning theory based on psychologist Jean Piaget's research, children are active learners who master concepts by progressing through three levels of knowledge--concrete, pictorial, and abstract. The use of manipulatives enables students to explore concepts at the first, or concrete, level of understanding. When students manipulate objects, they are taking the necessary first steps toward building understanding and internalizing math processes and procedures. Using concrete manipulatives is the first step to using mental images and models. When students demonstrate understanding with the concept at this physical, or concrete, level then they are ready to move to the next level, where they can apply their knowledge using representations of the objects in place of the objects themselves.

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Concrete models can help students represent numbers and develop number sense; they can also help bring meaning to written symbols and can be useful in building place-value concepts. You should try to "get inside students' heads" as they work with concrete materials by asking questions that elicit their thinking and reasoning. In this way, you can get a better sense of what students know and don't know, along with identifying misconceptions, thereby developing a basis for intervention strategies. You should also choose interesting tasks using manipulatives (such as an abacus) that engage students in mathematical thinking and reasoning, which builds their understanding of numbers as well as relationships among numbers.

Examples of manipulatives include unifix cubes, counters, calculator, pattern blocks, tiles, plain wooden cubes, toothpicks, beans, bottle caps, skittles, base-ten blocks, and coins.

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Relevant examples of Manipulative Identified

Topic of Mathematics

Topic A:

Measurement

Examples of Manipulative B1 Measurement: Length concrete objects : measuring tape and broom

Teacher brings along several measuring tape and distributes to students. First, let students discover the measurement themselves. Then, teacher explains the unit on the measuring tape. Teacher guides students the correct way to use measuring tape to avoid students mistake at the beginning level. Teacher uses the brooms in the classroom to measure the length of classroom area. Students will feel that mathematical (length) is always in their real life.

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Examples of Manipulative B1 Measurement: Length concrete objects : ribbon and bean bags Venue: In the playground

Teacher has made the learning objective integral to game play when he or she starts the lesson in the playground. Teacher uses games to make learning fun and also motivates students to learn the Measurement outside the classroom. This is called Game-based Learning.

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Topic B:

Shapes

Examples of Manipulative B1 Shapes: Prism and Pyramid concrete objects : sticks and clay

Before this lesson, I had asked to prepare sticks and clay. First, I divide them into 3 groups. Every groups member had to joint up the sticks using the clay. Teacher demonstrated the way to build up a prism and a pyramid using sticks and clay. Students started to build up the prisms using above manipulatives.

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Examples of Manipulative B2 Shapes: Prism and Pyramid Concrete objects : pattern blocks ( polydron )

Playing with the shapes in these ways help children develop a spatial understanding of how shapes are composed and decomposed, an essential understanding in early geometry. Pattern blocks are also used by teachers as a means for students to identify, extend, and create patterns. It is important for young children to create patterns using concrete materials like the pattern blocks.

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Suitable Activities Involving the Use of Manipulatives

Topic of Mathematics

Topic A:

Measurement

Activities for Example A1 In the Classroom

1. Teacher moves the furniture out of the way. Line up four students behind a line on the floor. 2. Teacher lets students take one jump as far as they can. 3. Then, get their classmate to measure using measuring tape how far they jumped from the line. 4. Now using the brooms, students measure the classroom. Have students estimate first. Write a few guesses on the board. Were the guesses way off or based on prior knowledge? Did they measure a tile and count the tiles to figure out how long the room should be?

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Activities for Example A2 In the Playground

1. Teacher brings students to school playground. 2. Teacher guides students to do playground measurement. 3. First, teacher lets students to play with swing. After that, measure the distance of the swing seat to the ground using ribbon. 4. Then, teacher lets students to play with slide. After that, teacher guides students to measure the space between rungs on the ladder using ribbon. 5. Lastly, teacher asks students to throw the beanbag as far as they can in the playground. Then, teacher and students measure how far they can throw a beanbag using ribbon.

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Topic B:

3D Shapes

Activities for Example B1 1) Teachers demonstration. 2) Students work in group. 3) Students work together to build up the prisms and pyramids. 4) Students observe the identity of a prism pyramids. 5) Students write the number of the vertex of the prisms and pyramid on the worksheet. 6) Students perform the works and report the number of vertex of each shape that they observe in Activities (4)

Photos show that my students learn happily and effectively using above manipulatives in the lesson of Shapes.

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Activities for Example B2

1) Teacher distributes pattern blocks to each pair of students. 2) Teacher instructs students to 3) Teacher may ask students to identify the pyramid. 4) Students can then discuss what comes next and continue the pattern by physically moving pattern blocks. 5) Teacher summaries the identity of pyramid.

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The Impact of Using The Respective Manipulatives

Math manipulatives can have a positive effect on the learning experience of a child. These manipulatives can help students maintain focus and develop a stronger overall understanding of mathematics. Teachers should strive to introduce manipulatives whenever possible during mathematical studies. Children respond well to the addition of hands-on activities versus a strictly textbook method of learning. (Heddens, 1997) mentioned that student can: Improve Problem-Solving Skills Students benefit from the use of manipulatives by learning how to effectively solve problems. These types of hands-on experiences give children an idea of how to discover the answer through concrete situations. Students are able to model the question and answer, which helps them develop a strong sense of understanding. Rather than simply working out a problem using pencil and paper, students can work out the problem using their hands, which will be similar to how they will solve problems in real-life situations. Build Interest Students really enjoy using hands-on activities during class. The use of manipulatives is like a breath of fresh air for students. They get excited and appear enthusiastic when they take a step away from the traditional textbook method of learning. Students can also work in groups when using the manipulatives to work on team-building skills. Through this type of work, students increase their confidence and enjoyment of mathematics. Students are more motivated to understand a problem. Students who learn with these materials have a better attitude about mathematical work.

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Maintain Focus Hands-on activities capture the students' interest. Math manipulatives also benefit students by helping them maintain focus on a specific task. With a lecture-based teaching method, students often have a difficult time concentrating. With handson activities, students are able to work with their hands while paying attention to the math lesson being taught. Students can focus their attention for a longer period of time when using manipulatives. Students are used to the fast-paced style of television, computers and video games. Educators have to consider this when planning lessons.

Increase Overall Understanding Students often become better test takers when they have learned with manipulatives. The overall understanding of a mathematical concept increases greatly with the use of math manipulatives. When these types of materials are used as cognitive tools, students are able to retain information longer. This can also benefit students by improving their conceptual understanding of a new lesson. Students who have worked on problems with manipulatives often perform better on tests and can remember the information for much longer periods. This allows these students to build on this knowledge throughout future years of academic study.

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Using manipulative materials in teaching mathematics will help students in many aspects of learning. The results of the study revealed that using manipulatives in math teaching and learning affects students achievement in mathematics, and there were significant differences between the achievement of students who were taught by using manipulatives in comparison with the students who were taught traditionally. This result seems to be a logical result, since mathematics teaching facilitation of students and learning requires giving attention toward the understanding, which can be supported by using

manipulatives to aid this aim. Moreover, when using manipulatives, we not only give students with different learning styles and different ways to see the problem, but we also give them an extra time they may require for learning. In addition, when teachers use manipulatives, they can assess students abilities by observing their performance, which is a good alternative assessment method, which

enhances students learning and increases their achievement levels.

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The Ways to Promote Successful Learning Using Manipulatives

Preparing students to use concrete objects in mathematical exploration and problem solving is often overlooked, but is, truly one of the essential elements of successful implementation of a manipulative-based math program. Following these six essential steps will help to establish a manipulative standard for the classroom. 1. Clearly Set and Maintain Behavior Standards for Manipulatives

Students need to have a clearly established criteria for effectively handling and using manipulatives in the classroom. Without a clear set of expectations, students may misuse materials and teachers will become frustrated and disillusioned about manipulative use and, most likely, discontinue their use in the classroom. Rules for specific activities that incorporate manipulatives must be clearly articulated by the teacher, posted in the classroom, and re-affirmed consistently as needed during the manipulative lesson. In short, students need to be meaningfully guided to use and understand the purpose of the manipulative for the specific math task at hand, and then, it will gain relevance for them as mathematicians. 2. Clearly State and Set the Purpose of the Manipulatives Within the Mathematics Lesson If students know why the teacher has a certain expectation for a lesson, he/she will be much more likely to attend to the purpose of the task and handle the lesson manipulative correctly. It is important to remember that most math manipulatives are colorful, enticing, and closely resemble what most students have previously referred to as "toys". Since this is a natural association, it is of primary importance that teachers consciously facilitate understanding of the difference between math manipulative or tool and toy. If this is done carefully and effectively at the beginning of the academic year, students will be much less apt to misuse or mishandle mathematics manipulatives.
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3.

Facilitate Cooperative and Partner Work to Enhance Mathematics Language Development

The nature of manipulative use encourages interaction with not only objects but also with people since it usually involves an action on an object. Being able to learn and use mathematical language effectively helps to lay a strong foundation for conceptualizing and using abstract math skills in everyday life. It also helps students to develop and feel mathematical power as they become more able to articulate, both verbally and in written form, their math thinking processes. Using partner work with manipulatives to construct mathematical meaning also allows the more reticent math student a supported opportunity to explore strategies from both the observer and participant viewpoints. 4. Allow Students an Introductory Timeframe for Free Exploration

Once the purpose and behavior expectations have been established, students need to be given an opportunity to become familiar with the manipulative, discover its properties and limitations, and experiment with it in a variety of contexts. This, too, encourages cooperative work, language development, and risk-taking. Free exploration gives less active students individual opportunities to construct their own meaning and develop confidence in using the manipulative to solidify and enhance their math understanding. 5. Model Manipulatives Clearly and Often

Modeling on the overhead or in large or small group sessions will help students see how a particular manipulative can facilitate understanding. For example, when students are beginning to learn about measurement and non-standard or arbitrary units of measure, it is essential that they have a large variety of manipulatives (Cuisenaire rods, Unifix cubes, links, paper clips, pencils, etc.) with which to measure commonly used items (desks, chalk board ledges, window sills, etc.). In doing so, students will be developing real number sense about measurement. As a means for developing number sense, Marilyn Burns (1997) suggests that teachers
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include as much measurement as possible in their mathematics teaching as it is the foundation upon which strong mathematical understanding is built. 6. Make Manipulatives Available and Accessible

In order to facilitate manipulative use at any grade level, the chosen and/or required manipulative must be stored in such a way that it will be physically reachable by all students, plentiful enough (in number) to allow each student to have access to a complete set, and labeled correctly with clear instructions as needed based on the intended purpose, which is not to say that creative manipulative use should not be sanctioned.

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Summary

KSSR Rekod Pencapaian Pentaksiran Kemahiran Murid Matematik Tahun 2T

Tarikh: 20 Mei 2013 B2D7E1 Menyatakan perkaitan di antara unit ukuran melibatkan panjang tidak menguasai menguasai menguasai menguasai menguasai menguasai tidak menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai
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Bil

Nama Murid

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

FU YEE LUN ERON GOH YEE SONG JESSYIN SOO JING XUAN KO SIM YOU LAU DER XUEN LAU KAE QI LAU YI HON LAU YONG AN LEE XIN ZHE LIM BOON JUN LIM CHUN YOU LIM JING HAN LIM MIN LIANG LIM SIONG CHIN LOW TING XUAN NG CHE TE NG KE JING NG XIN LE

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Pencapaian Murid

11%
menguasai

89%

tidak menguasai

Peringatan: Murid, Fu Yee Lun Eron dan Lau Yi Hon menggunakan strategi pembelajaran pemulihan akan diberi bimbingan khas dengan

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KSSR Rekod Pencapaian Pentaksiran Kemahiran Murid Matematik Tahun 3M

Tarikh: 25 Jun 2013 B1D4E1 Menamakan prisma dan piramid Bil Nama Murid B2D8E1 Menyatakan ciri-ciri prisma dan piramid menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai menguasai tidak menguasai menguasai

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

KONG EN YI LAU YONG KANG LIM EE XUAN LIM HEONG SHEN LIM KAI XIANG LIM KAR CHUN LU ZHI FENG NG CHUN WEI NG ESTHER NG QIAO YUN NG YAO BIN ONG KOK XIAN SOH CHUN HAO SOH ENG SAY SOH YIN QI SOH ZHEN HUANG

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Pencapaian Murid

6%
menguasai tidak menguasai

94%

Peringatan: Murid, Soh Yin Qi akan diberi bimbingan khas dengan menggunakan strategi pembelajaran pemulihan

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Closure

What is the Impact of Math Manipulative Use on Student Learning?

Manipulatives can be a useful tool in the classroom to motivate students and help them become successful in mathematics. According to the Principles and Standards for School Mathematics, the foundation for childrens mathematical development is established in the early years (Seefeldt & Wasik, 2006, p. 249). Additionally, it is important for students to have a variety of materials available to manipulate and the opportunity to sort, classify, weigh, stack, and explore if they are to construct mathematical knowledge. In order to have opportunities to learn math, students need first-hand experiences related to math, interaction with other students and adults concerning these experiences and time to reflect on the experiences (Seefeldt & Wasik, 2006, p. 250).

All the above relevant examples have look at the direct impact using manipulatives can have on academic achievement. Mathematical achievement scores increased with the use of manipulatives. Manipulatives could be effective, as it is also suitable to be used more in the elementary levels than in the higher grade levels. However, short term use of manipulatives made no difference in test scores. As conclusion manipulatives in mathematics lesson must be long term. Students performance with manipulatives may exceed student performance without manipulatives. Additionally, student achievement levels are related to teachers experience and expertise with manipulatives.

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Manipulatives can be extremely helpful young children, but they must be used correctly. Children must understand the mathematical concept being taught rather than simply moving the manipulatives around. Smith (2009) stated that there are probably as many wrong ways to teach with manipulatives as there are to teach without them. The math manipulatives should be appropriate for the students and chosen to meet the specific goals and objectives of the mathematical program. It is also important for teachers to allow their students to have free time to play with the manipulatives. After the students have explored the manipulatives, the materials become toys and assume their rightful place in the curriculum. Teachers should provide children with opportunities to work with materials with open-ended objectives that have no specific preset goals. These opportunities allow the children the chance to explore their own questions and generate a variety of answers. These experiences help children think about their world in alternative ways and help them understand that there are multiple ways to solve problems.

Elementary teachers who use manipulatives to help teach math can positively affect student learning. Students at all levels and of all abilities can benefit from manipulatives. Incorporating manipulatives into mathematics lessons in meaningful ways helps students grasp concepts with greater ease and making teaching most effective. The effective use of manipulatives can help students connect ideas and integrate their knowledge so that they gain a deep understanding of mathematical concepts.

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References

1. Dr. Mohd Mustafa al-Absi, Dr. Mohd Baker Nofal (2010). The Effect of Using Manipulatives on the Mathematical Achievement of the First Grade Students Damascus UniversityJournal, Vol. 26, No (4). [Online]. Available: http://www.damascusuniversity.edu.sy/mag/edu/images/stories/37--54.pdf. [2013, June 12].

2. Dr. Jean M. Shaw (2002). Manipulatives Enhance the Learning of Mathematics. [Online]. Available: http://www.eduplace.com/state/author/shaw.pdf. [2013, June 13].

3. Glencoe, McGraw-Hill. (2013). Teaching Mathematics with Manipulatives, Mathematics (Applications and Concepts) - Course 2. [Online]. Available: http://zietmysoreprt.files.wordpress.com/2013/04/math.pdf. [2013, June 13].

4. Louise Spear-Swerling. (March, 2006). The Use of Manipulatives in Mathematics Instruction. [Online]. Available: http://www.ldonline.org/spearswerling/The_Use_of_Manipulatives_in_Mathemat ics_Instruction. [2013, June 14].

5. Linda Marshall, Swan Paul. (2008). Exploring the Use of Mathematics Manipulative Materials: Is It What We Think It Is?. [Online]. Available: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1032&context=ceducom. [2013, June 15].
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