Use of Mathematical Manipulatives and Development of Number Sense in First Grade Primary-Students
Article Sidebar
Main Article Content
Abstract
Different studies consider the possibilities of the use of manipulatives for mathematics teaching. It is with this in mind that this papers analyses whether the utilisation of manipulatives fosters development of the number sense in first grade Primary School students of a public Early Years and Primary Education school in the region of Córdoba (Spain). In order to detect the possible differences between the students using them and those who do not, quantitative data was collected from a test at the end of the school year. Such test is known as TEMA-3 (test of early mathematics ability). The test looks into two aspects of mathematics: one, based on formal mathematics; the other, on informal mathematics. However, no significant statistical differences were found associated with the utilisation of manipulatives.
Downloads
Article Details
This work is licensed under a Creative Common License (CC BY 3.0 ES)
References
Alsina, Á. & Martínez, M. (2016). La adquisición de conocimientos matemáticos intuitivos e informales en la Escuela Infantil: el papel de los materiales manipulativos. RELAdEI. Revista Latinoamericana de Educación Infantil, 5(2), 127-136.
Arrieta, M. (1998). Medios materiales en la enseñanza de las matemáticas. Revista de Psicodidáctica, (5), 107-114.
Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator: the professional journal of the American Federation of Teachers, 16(2).
Bisquerra, R. (coord.) (2004). Metodología de la investigación educativa (1st ed.). Editorial La Muralla.
Bracho, R., Maz-Machado, A., Jiménez-Fanjul, N. & García, T. (2011). Formación del profesorado en el uso de materiales manipulativos para el desarrollo del sentido numérico. UNIÓN. Revista Iberomaericana de Educación Matemática, 28, 41-60.
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. https://doi.org/10.1037/a0031084
Castronovo, J. & Göbel, S. M. (2012). Impact of high mathematics education on the number sense. PloS one, 7(4), e33832. https://doi.org/10.1371/journal.pone.0033832
Coriat, M. (2002). Jornadas sobre tutoría y orientación. Universidad de Granada.
De Castro, C. & Palop, B. (2019). ¿Ayudan los materiales manipulativos a resolver tareas matemáticas? Sí, pero... In J. M. Marbán, M. Arce, A. Maroto, J. M. Muñoz-Escolano & A. Alsina (Eds.), Investigación en Educación Matemática XXIII (pp. 243-252). Universidad de Valladolid.
Flores, P., Lupiáñez, J. L., Berenguer, L., Marín, A. & Molina, M. (2011). Materiales y recursos en el aula de matemáticas. Departamento de Didáctica de la Matemática de la Universidad de Granada.
Ginsburg, H. & Baroody, A. J. (2007). Tema-3: test de competencia matemática básica (M. C. Núñez del Río y I. Lozano Guerra, Trads.). Madrid, Spain: TEA Ediciones.
Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for research in mathematics education, 22(3), 170-218.
Hoong, L. Y., Kin, H. W., & Pien, C. L. (2015). Concrete-Pictorial-Abstract: Surveying its origins and charting its future. The Mathematics Educator, 16(1), 1-19.
Marshall, L. & Swan, P. (2008). Exploring the use of mathematics manipulative materials: Is it what we think it is? In Proceedings of the EDU-COM 2008 International Conference. Sustainability in Higher Education: Directions for Change (pp. 338-350). Perth, Australia: Edith Cowan University.
Maz-Machado, A., Madrid, M. J., León-Mantero, C., & Jiménez-Fanjul, N. (2019). Mathematical practical sessions with manipulatives: Trainee teachers’ perceptions of their utility. South African Journal of Education, 39.
McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.
NCTM (2000). Principles and Standards for School Mathematics.
Norris, J. E., McGeown, W.J., Guerrini, C. & Castronovo, J. (2015). Aging and the number sense: preserved basic non-symbolic numerical processing and enhanced basic symbolic processing. Frontiers in Psychology, 6, 999. https://doi.org/10.3389/fpsyg.2015.00999
Nührenbörger, M. & Steinbring, H. (2008). Manipulatives as tools in mathematics teacher education. In D. Tirosh & T. Woods (eds.), International handbook of mathematics teacher education. Vol. 2: Tools and processes in mathematics teacher education (pp. 157-182). Rotterdam, Netherlands: Sense Publishers.
Ramani, G. B. & Siegler, R. S. (2014). How informal learning activities can promote children’s numerical knowledge. In R. Cohen & A. Dowker (eds.), The Oxford handbook of numerical cognition (pp. 1135-1154). Oxford University Press.
Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. (2014, March 1). Boletín Oficial Estado, 2014(52), 19349–19420. Retrieved from https://www.boe.es/eli/es/rd/2014/02/28/126
Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria. (2022, March 2). Boletín Oficial Estado, 2022(52), 24386- 24504. Retrieved from https://www.boe.es/buscar/doc.php?id=BOE-A-2022-3296
Schneider, S. B., & Thompson, C. S. (2000). Incredible equations develop incredible number sense. Teaching Children Mathematics, 7(3), 146-168.
Sowder, J. T. (1992). Making Sense of Numbers in School Mathematics. In G. Leinhardt, R. Putman y R. A. Hattrup (Eds.). Analysis of Arithmetic for Mathematics Teaching (pp. 1-51). Lawrence Erlbaum Associates.
Uttal, D., Scudder, K. & DeLoache, J. (1997). Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics. Journal of Applied Developmental Psychology, 18(1), 37-54. https://doi.org/10.1016/S0193-3973(97)90013-7